Middle school music teachers' opinions about the dyslexic students in Turkey and suggestions for solutions in music teaching

The purpose of this research was to determine the problems encountered in the process of music teaching of dyslexic students by taking opinions of the secondary school music teachers about these students and to offer solutions for music teaching. The research is a case study in qualitative research design aimed at determining the opinions of middle school music teachers working with dyslexic students about these students. The universe of the research had constituted the secondary school music teachers who had experience with the dyslexic students in Turkey. The sample, consisted of 10 voluntered music teachers, was selected through criterion sampling. For the data collection tool in research, the semi-structured interview form, prepared by the researcher, was used. This interview form consisted of two parts. In the first part, 7 questions about the music teachers' personal information and in the second part, 15 questions about the music teaching process of dyslexic students were included. Semi-structured interview form questions were asked by making phone calls to the music teachers by the researcher. The interviews were recorded and the data collected were analyzed by using content analysis method. As a result of the research, it was determined that dyslexic students had not well communicated with their classmates and teachers. The students had problems in social adaptation and had difficulties in understanding, perceiving, and listening carefully to the instructions given. The students had difficulties in playing an instrument, adapting to choral work, and perceiving, writing and learning notations in the music classes. In addition, it was found out that the music teachers had not received training on the music teaching of the dyslexic students and not known how to help these students. As a solution to these problems, it was found appropriate to start the music training of dyslexic students at an early age with correct methods, such as multisensory teaching methods. It was suggested for music teachers to use Orff, Dalcroze and Kodaly methods for these students. In addition, it might be beneficial to create a special paper layout for the dyslexic students and had them to sit together with the students who were successful in the music clasrooms. Music teachers working in the field with dyslexic students should be provided with in-service training. Furthermore, prospective music teachers should be given training on dyslexic students' teaching at the departments of music education. It was also suggested that school internships might be conducted in the schools having dyslexic students.