Digital Musical Instruments in Special Educational Needs Schools: Requirements from the Music Teachers’ Perspective and the Status Quo in Germany

IF 2.5 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS ACM Transactions on Accessible Computing Pub Date : 2023-08-17 DOI:10.1145/3616015
Andreas Förster, Steffen Lepa
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Abstract

Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.
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特殊教育需要学校的数字乐器:音乐教师视角下的需求及德国现状
数字乐器(dmi)为广泛的人群提供了无障碍的音乐创作和独特的声音美学的可能性,包括那些在使用传统原声乐器时遇到残疾障碍的人。然而,目前的音乐教育研究主要集中在基于app的dmi上。尽管这些设备有很多优点,比如无处不在的可用性和灵活性,但对于患有严重认知障碍或复杂残疾的人来说,它们可能会造成残疾。因此,他们只是部分地利用了DMIs在特殊教育需求(SEN)音乐实践中的潜力,我们在本文中概述了这一点。然而,鉴于目前还没有对特殊教育学校中使用dmi的情况进行全面的研究,特殊教育学校教师在课堂上使用不同类型dmi的实际动机和障碍在很大程度上是未知的。为了解决这一研究差距,我们提出了一项定量调查的结果,该调查涵盖了德国16个联邦州中12个州的所有SEN学校。我们从音乐教师的角度调查了SEN学校DMI的使用现状、DMI的感知潜力和DMI相关的信息需求。我们的研究结果表明,除了键盘和音乐应用程序等已建立的标准dmi之外,dmi在德国很少使用。不幸的是,可访问的dmi (ADMIs)很少被使用。与特殊教育学校很少使用dmi相关的是,我们还发现音乐教师缺乏特定领域的知识,并得出结论,有必要开发专门用于课堂教育的dmi。最后,我们讨论了使用开源DMI技术的潜力,以及在DMI开发过程中识别音乐教师态度的重要性。
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来源期刊
ACM Transactions on Accessible Computing
ACM Transactions on Accessible Computing COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.20
自引率
8.30%
发文量
43
期刊介绍: Computer and information technologies have re-designed the way modern society operates. Their widespread use poses both opportunities and challenges for people who experience various disabilities including age-related disabilities. That is, while there are new avenues to assist individuals with disabilities and provide tools and resources to alleviate the traditional barriers encountered by these individuals, in many cases the technology itself presents barriers to use. ACM Transactions on Accessible Computing (TACCESS) is a quarterly peer-reviewed journal that publishes refereed articles addressing issues of computing that seek to address barriers to access, either creating new solutions or providing for the more inclusive design of technology to provide access for individuals with diverse abilities. The journal provides a technical forum for disseminating innovative research that covers either applications of computing and information technologies to provide assistive systems or inclusive technologies for individuals with disabilities. Some examples are web accessibility for those with visual impairments and blindness as well as web search explorations for those with limited cognitive abilities, technologies to address stroke rehabilitation or dementia care, language support systems deaf signers or those with limited language abilities, and input systems for individuals with limited ability to control traditional mouse and keyboard systems. The journal is of particular interest to SIGACCESS members and delegates to its affiliated conference (i.e., ASSETS) as well as other international accessibility conferences. It serves as a forum for discussions and information exchange between researchers, clinicians, and educators; including rehabilitation personnel who administer assistive technologies; and policy makers concerned with equitable access to information technologies.
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