TY  - JOUR
T1  - Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme
TT  - A Theoretical Examination of Differentiated Instruction Techniques Employed in the Development of Music Education Programs for Individuals with Special Needs
AU  - Öztürk, Sinem Miraç
PY  - 2025
DA  - June
Y2  - 2025
JF  - Journal of Music and Folklore Studies
JO  - JMFS
PB  - Sakarya University
WT  - DergiPark
SN  - 3023-7769
SP  - 19
EP  - 34
VL  - 2
IS  - 1
LA  - tr
AB  - Bu araştırma, özel gereksinimli bireyler için geliştirilen müzik eğitimi programlarında farklılaştırılmış öğretim yaklaşımının kuramsal temellerini ve uygulama ilkelerini incelemektedir. Literatürde, müzik eğitiminin özel gereksinimli bireylerin duyuşsal, sosyal ve bilişsel becerilerine ciddi katkılar sunduğunu gösteren çok sayıda bulgu bulunmaktadır. Ancak geleneksel öğretim yöntemleri, bu öğrencilerin farklı öğrenme gereksinimlerini karşılamakta yeterli olamayabilmektedir. Farklılaştırılmış öğretim yaklaşımı, öğrencilerin hazırbulunuşluk düzeyleri, ilgi alanları ve öğrenme stillerini dikkate alarak içerik, süreç ve ürün boyutlarında kapsamlı uyarlamalar yapılmasını önermektedir. Böylece kapsayıcı ve bireysel potansiyeli destekleyen bir müzik eğitimi ortamı oluşturulabilmektedir. Araştırmanın bulguları, ritim ve melodi gibi temel müziksel ögelerin iletişim, motivasyon ve özgüven üzerinde olumlu etkilerinin bulunduğunu doğrulamaktadır. Teknoloji destekli materyaller ve öğretmen, aile ile uzman iş birliği, farklılaştırılmış müzik eğitimi uygulamalarının başarısını artıran temel etmenler arasında gösterilmektedir. Özellikle öğrenme stillerinin müziksel etkinliklere uyarlanması, görsel, işitsel veya dokunsal uyaranların önemini daha belirgin hâle getirerek çeşitli engel gruplarındaki öğrencilerin derse katılımını kolaylaştırmaktadır. Bu durum, müzik eğitiminin kişiye özgü etkileyici gücünü somut biçimde ortaya koymaktadır. Bu bağlamda, farklılaştırılmış öğretimin müzik eğitimiyle bütünleştirilmesinin özel gereksinimli bireylerin eğitimde fırsat eşitliğine erişmeleri ve toplumsal yaşama etkin biçimde katılmaları açısından önemli bir fırsat sunduğu ortaya konmaktadır. Bu nedenle, gelecekteki araştırmaların kuramsal altyapıyı deneysel bulgularla zenginleştirmesi ve çeşitli yetersizlik gruplarını kapsayan kapsamlı çalışmalar yürütmesi önerilmektedir.
KW  - Özel Gereksinimli Bireyler
KW  - Farklılaştırılmış Öğretim
KW  - Müzik Eğitimi
KW  - Bireyselleştirilmiş Eğitim Programı
N2  - This study examines the theoretical foundations and practical principles of a differentiated instruction approach applied in music education programs tailored for individuals with special needs. The literature presents numerous findings demonstrating that music education provides substantial benefits to the affective, social, and cognitive skills of learners with special needs. However, traditional teaching methods may prove insufficient for meeting the diverse learning requirements of these students. The differentiated instruction approach suggests comprehensive modifications in content, process, and product by considering students’ readiness levels, interests, and learning styles. In doing so, an inclusive music education environment that supports individual potential can be established. The findings of this research confirm that essential musical elements, such as rhythm and melody, exert positive influences on communication, motivation, and self-confidence. Technology-enhanced materials and collaboration among teachers, families, and specialists are identified as key factors in the success of differentiated music education practices. Particularly, the alignment of learning styles with musical activities underscores the importance of visual, auditory, or tactile stimuli, thereby facilitating class participation for students in various disability groups. This outcome vividly illustrates the distinct and powerful influence of music education. Consequently, the integration of differentiated instruction with music education is highlighted as a crucial opportunity for individuals with special needs to gain equitable access to education and actively engage in social life. Therefore, future research should enrich the theoretical basis with empirical data and undertake comprehensive studies involving different disability groups.
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UR  - https://dergipark.org.tr/en/pub/jmfs/issue//1649953
L1  - https://dergipark.org.tr/en/download/article-file/4654855
ER  -