Special Students’ Alternative Piano Course-based Universal Design for Learning Music

บทคัดย่อ

Background and Aims: In the context of globalization, informatization, and diversification, the education system breaks through traditional boundaries, integrates different educational forms, technologies, cultures, and resources, and builds a more inclusive, equitable, and adaptable education system. The "era of educational integration" emphasizes the popularization and fair distribution of educational resources, especially focusing on marginalized groups and special education groups. Inclusive education (special students studying in the same school as ordinary students) is also receiving more and more attention. In the face of the problem of diverse students' abilities and skills, higher education must establish a more inclusive teaching system. Universal Design for Learning (UDL) aims to expand learning opportunities for people with learning disabilities, allowing more students to master knowledge and skills, minimize learning barriers, and have fun. If the UDL framework is applied to piano teaching for college music education students, it will not only reduce the obstacles for learners with diverse abilities but also increase flexible and diverse learning styles. It can also help special learners adapt to the teaching profession after graduation. This research aims to investigate the individual differences among special students and to develop a piano teaching course based on the principles of Universal Design for Learning (UDL) to enhance inclusivity and effectiveness in music education.

Methodology: This qualitative study employed field surveys, semi-structured interviews, and participatory workshops to gather data from a diverse group of stakeholders, including students, teachers, parents, and psychologists, in Bangkok, Thailand, and Lanzhou, China. Talk for Reform seminar- workshop as Piano Alternative Course Rethinking for Special Students by UDL-CAST principle into reforming the new course as Piano Alternative Course for the development of piano lessons. A total of 44 participants, including 4 key informants and 40 survey respondents, were selected through random sampling and purposive sampling methods to ensure a representative and comprehensive understanding of the research problem.

Results: The results found that implementing a UDL-based piano teaching course significantly improved the learning environment, assessment standards, and individualized support for special students, resulting in better engagement and performance across three levels of students over 14 weeks. This research demonstrates the effectiveness of UDL in creating inclusive and adaptive piano teaching courses, offering valuable insights for educators and policymakers to enhance music education for special needs.

Conclusion: According to the study, a UDL-based piano teaching course significantly improved engagement, performance, and individualized support for special needs students. It demonstrates UDL's success in creating an inclusive, adaptive music education environment.