Articles

A Study on Elementary School Music Assessment Plan for the Realization of Appropriate Evaluation of Students with Special Education Needs in the Inclusive Classes

AUTHOR :
Chorong Won
INFORMATION:
page. 45~70 / 2022 Vol.51 No.1
e-ISSN 2713-3788
p-ISSN 1229-4179
Received 2021-11-21
Revised 2022-01-01
Accepted 2022-01-18
DOI https://doi.org/10.30775/KMES.51.1.45

ABSTRACT

The purpose of this study is to prepare a plan for students with special education needs in the inclusive classes of general schools to receive appropriate evaluation without being alienated in the assessment process. First, the stages of elementary school music evaluation execution for students with special education needs in inclusive classes were presented. In addition, various evaluation plans were presented for students with special education needs, focusing on the achievement standards of the curriculum. Through the appropriate evaluation of students with special education needs, it was suggested that the realization of inclusive education, and access to general education curriculum were possible. And follow-up studies were suggested.

Keyword :

REFERENCES


Chang, E. U. (2016). A study on the program of inclusive music education class for students with autism spectrum disorder. <i>Journal of Music Education Science</i>, 27, 67-86. [Crossref]

Choi, E. A. (2014). A study on development and application of an inclusive music education program for students with intellectual disabilities. <i>Korean Journal of Research in Music Education</i>, 43(2), 115-138. [Crossref]

Choi, J. K. (2015). A decision-making model of the inclusive assessments participation and accommodations for the students with special education needs. <i>The Journal of Inclusive Education</i>, 10(2), 57-77. [Crossref] [Pubmed]

Darrow, A. A. (2016). The every student succeeds act(ESSA) what it means for students with disabilities and music educators. <i>General Music Today</i>, 30(1), 41-44. [Crossref] [Pubmed]

Jee, J. H., & Kwak, S. C. (2021). A study on the development of backward design application unit for media literacy education for students with developmental disabilities: Focused on basic curriculum of special education on Korean language department. <i> [Crossref] [Pubmed]

Jung, E. J. (2014). Perceptions of high school special classroom teachers on the status of teaching subjects and support needs. <i>Special Education Research</i>, 13(2), 349-369. [Crossref] [Pubmed]

Kang, E. Y., & Park, K. O. (2018). Developing alternate assessment eligibility decision making process based on applied curriculum and learner characteristics. <i>The Journal of Inclusive Education</i>, 13(1), 75-100. [Crossref] [Pubmed]

Kang, E. Y., & Park, K. O. (2019). Exploring the development of assessment process and items to ensure accessing to general education and appropriate evaluation: Focusing on an assessment based on specified evaluation criteria. <i>Journal of Special Educa [Crossref] [Pubmed]

Kang, E. Y., Park, Y. J., Park, K. O., & Seo, H. J. (2018). Exploring the development of assessment process and items to ensure accessing to general education and appropriate evaluation: Focusing on an assessment based on specified evaluation criteria. <i [Crossref]

Kim, E. J. (2004). The accountability for students with disabilities and the possibility to implement alternate assessment. <i>Journal of Special Education</i>, 11(1), 139-162. [Crossref] [Pubmed]

Kim, E. J., Kim, D. I., Park, K. S., & Choe, J. G. (2003). <i>With special emphasis on visual impairment, hearing impairment, and physical handicap: A study on establishment for students with disabilities to participate in national assessment of education [Crossref]

Kim, H., & Han, G. G. (2007). <i>Current status of evaluation of academic achievement for students with disabilities in integrated classes at middle schools in northern Gyeonggi</i>. The Korean Society of Special Education 2007 Fall Conference. [Crossref]

Kim, Y. H. (2013). The development of inclusive music program for the students with intellectual disabilities. <i>Korean Journal of Research in Music Education</i>, 42(4), 27-52. [Crossref]

Korea Institute of Curriculum & Evaluation (2016). <i>Development of assessment standards based on the 2015 revised music curriculum (CRC 2016-2-10)</i>. Seoul: Korea Institute of Curriculum & Evaluation. [Crossref]

Korea National Institute for Special Education (2013). <i>Basic research on the development of teaching and learning materials for students with visual, hearing, and physical disabilities</i>. Goyang: Korea National Institute for Special Education. [Crossref]

Korea National Institute for Special Education (2016a). <i>Assessment adjustment measures for each type of disability and subject</i>. Goyang: Korea National Institute for Special Education. [Crossref]

Korea National Institute for Special Education (2016b). <i>Evaluation coordination manual for students with disabilities.</i> Goyang: Korea National Institute for Special Education. [Crossref]

Korea National Institute for Special Education (2017). <i>A study on alternative evaluation methods for students with disabilities</i>. Goyang: Korea National Institute for Special Education. [Crossref]

Kwon, D. W., Seog, M. J., Choi, E. S., & Ham, H. J. (2017). <i>Introduction to music education</i>. Paju: Kyoyookbook. [Crossref]

Lee, S. H. (2010). A review on alternate assessments of students with disabilities for nationwide academic achievement evaluation: Based on related America's federal laws. <i>Korean Journal of Special Education</i>, 45(3), 189-210. [Crossref]

Ministry of Education (2015a). <i>Overview of elementary and secondary school curriculum</i>. No. 2015-80. [Supplementary 1]. [Crossref]

Ministry of Education (2015b). <i>Special curriculum</i>. No. 2015-81. [Supplementary 1]. [Crossref]

Ministry of Education (2020). <i>Special education statistics</i>. Sejong: Ministry of Education. [Crossref]

Ministry of Education (2021). <i>2021 Special education annual report</i>. Sejong: Ministry of Education. [Crossref]

Park, E. H., Lee, D. S., Lee, S. H., Lee, Y. S., & Kang, J. I. (2015) <i>A study on the effect and development plan of integrated education policy</i>. Sejong: Ministry of Education. [Crossref]

Park, K. O., Baek, J. N., & Seo, S. J. (2017). The study on test accommodations for students with developmental disabilities placed in special classroom settings. <i>The Journal of Inclusive Education</i>, 12(1), 33-52. [Crossref] [Pubmed]

Park., S. H., Lee, H. J., & Hur, S. J. (2015). Current status of the instructional practices of special and inclusive classes in nationwide middle schools in korea. <i>Special Education Research</i>, 14(1), 27-62. [Crossref] [Pubmed]

Quenemoen, R. (2008). <i>A brief history of alternate assessments based on alternate achievement standards</i> (synthesis report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. [Crossref]

Seo, S. J., & Park, K. O. (2018). A survey study on the educational evaluation for special education students who are fully included in general education classes. <i>The Journal of Inclusive Education</i>, 13(1), 1-27. [Crossref] [Pubmed]

Seung, Y. H. (2012). A survey of the current status of inclusive education and special/ general education teacher opinions in Seoul: Basic research for inclusive music education. <i>Korean Association of Arts Education</i>, 10(3), 57-82. [Crossref]

Seung, Y. H. (2014). A study of music classes for curriculum integration in inclusive classes. <i>Korean Journal of Arts Education</i>, 21(3), 69-86. [Crossref]

Shin, H. (2004). <i>Adaptability of integrated education teaching through the revision and adjustment of the curriculum</i>. Seoul: Hakjisa. [Crossref]

The Free Library (2010). <i>Students with significant cognitive disabilities and standardsbased curriculum: Why now? Why not?</i> Retrieved April 21, 2010, from http://www.t hefreelibrary.com/ [Crossref]

Thurlow, M., & Lazarus, S. (2017). <i>Strategies for meeting the 1% state-level cap on participation in the alternate assessment (NCEO Brief #12)</i>. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. [Crossref]

U. S. Department of Education (2005). <i>Alternate achievement standards for students with the most significant cognitive disabilities: Non-regulatory guidance</i>. Washington, DC.: Author. [Crossref]

Won, C. R. (2018). A study on the change of basic music curriculum for elementary school in special education. <i>Korean Journal of Research in Music Education</i>, 47(2), 57-79. [Crossref] [Pubmed]

Won, C. R. (2020). A study on development and application of improvisation program to improve peer-related social interaction of children with developmental disabilities. <i>Korean Journal of Research in Music Education</i>, 49(4), 131-152. [Crossref] [Pubmed]

Won, C. R. (2021). Teaching methods of inclusive music classes at elementary schools based on application of understanding by design and differentiated instruction. <i>Journal of Music and Human Behavior</i>, 18(1), 79-102. [Crossref]

Yoon, M. J. (2014). A study of the inclusive music education for autism spectrum disorders(ASD): Application of IEP and instructional adaptation. <i>Journal of Music Education Science</i>, 20, 79-98. [Crossref] [Pubmed]

Yoon, M. J. (2020). Trends of assessment research in music education. <i>Korean Journal of Research in Music Education</i>, 49(4), 153-173. [Crossref] [Pubmed]

Archives

(51 Volumes, 736 Articles)
view all volumes and issues

Author Fee

Review Fee: 90,000 won

Publication Fee: 200,000 won (+ 10,000 won, when exceeding 20 pages)

Bank Account: Post Office 101220-02-048775 (KMES, Daneun Kwon)