Arts and Cultural Education in Iceland : Professor Anne Bamford
Arts and Cultural Education in Iceland : Professor Anne Bamford
Arts and Cultural Education in Iceland : Professor Anne Bamford
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Conversely, the accessibility of out-of-school provisions is far less equitable. Children from<br />
other countries seem to be less likely to attend music school, as this comment suggests: “Polish<br />
people come to work. They did not send their children to music school. So we reached out to<br />
that community. We employed a Polish teacher. A Polish priest runs a polish dance group. We<br />
work through the Polish Associations. The immigrants still though have a lower percent f<br />
participation <strong>in</strong> the music school.” This comment also shows the way local community groups<br />
may fill gaps to <strong>in</strong>clude people from a range of backgrounds. The church, community centres <strong>and</strong><br />
the Red Cross appear to be especially active <strong>in</strong> this regard.<br />
Similarly, very few music schools have the capability to offer programmes for pupils with<br />
special learn<strong>in</strong>g needs: “Does the music school have children with disabilities? No, but we would<br />
very much like to, rarely a request from parents regard<strong>in</strong>g this.” There appears to be limited<br />
specific tra<strong>in</strong><strong>in</strong>g <strong>in</strong> arts education for special needs children. For example, figures 3.7.1a <strong>and</strong><br />
3.7.1b show that while 72% of music schools are will<strong>in</strong>g to accept pupils with special needs, only<br />
46% of that group have any special arrangements for these pupils. In practice, there appeared to<br />
be very few music schools where pupils with special needs received bespoke programmes or<br />
were fully catered for.<br />
Figure 3.7.1a Accept<strong>in</strong>g pupils with special needs<br />
Figure 3.7.1b Cater<strong>in</strong>g for pupils with special needs<br />
While there appears to be a high value placed on programmes <strong>in</strong> music schools be<strong>in</strong>g<br />
available to all, the delivery of this aspiration may need further support, especially <strong>in</strong> tra<strong>in</strong><strong>in</strong>g<br />
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