A PROPOSED MUSIC SKILLS CURRICULUM FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN THE SULTANATE OF OMAN
DOI:
https://doi.org/10.18623/rvd.v23.5316Keywords:
Music Education, Intellectual Disabilities, Music Skills Curriculum, Inclusive Education, Curriculum Development, Basic Education, Oman Vision 2040Abstract
This study aims to propose a music skills curriculum for students with intellectual disabilities in the Sultanate of Oman in response to contemporary trends in inclusive education and the national educational priorities outlined in Oman Vision 2040. Music education is widely recognized as an effective educational tool for enhancing the cognitive, social, emotional, and motor development of students with intellectual disabilities, as it facilitates communication, self-expression, and active participation in learning environments. Despite this importance, current music education curricula in Omani basic education schools are primarily designed for typically developing students and do not sufficiently consider the developmental and educational needs of learners with intellectual disabilities. The study employed a descriptive–analytical approach to examine the current state of the music skills curriculum for the first grade of basic education. The analysis focused on curriculum objectives, content, teaching strategies, and assessment methods. Data were collected through document analysis of the official curriculum and teacher guides, a review of relevant literature, and consultation with experts in music education and special education.The findings revealed a clear gap between the principles of inclusive education and the existing curriculum structure. Specifically, the curriculum lacks adapted objectives, simplified and progressive content, appropriate instructional strategies, and flexible assessment tools suitable for students with intellectual disabilities. Based on these findings, the study proposes a comprehensive framework for developing a music skills curriculum that incorporates sensory-motor activities, play-based learning, repetition, and performance-based assessment. The proposed framework aims to enhance musical learning, support holistic development, and promote inclusive educational practices in the Sultanate of Oman.
References
Ahmed, S. K. (2007). Psychology of children with special needs. Alexandria: Alexandria Center for Book.
Agostine, E., Erickson, F., & D’Ardenne, A. (2022). Sensory experiences and classroom learning for students with severe disabilities: An ethnographic study. Journal of Special Education Research, 45(1), 34–50.
Al-Rubaie, H. (2019). Challenges facing curriculum development in Arab countries. Contemporary Education Journal, 65(3), 201-222.
Al-Za’ayi, Safaa bint Obeid. (2025). Alignment level of music skills curricula in post-basic education with university requirements and the labor market [Master’s thesis, College of Education and Arts, Sohar University, Oman].
American Association on Intellectual and Developmental Disabilities. (2021). Intellectual disability: Definition, classification, and systems of supports (12th ed.). AAIDD.American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: APA.
Atbaşı, M., & Özdemir, A. (2020). Models of co-education and separate education in special education. Journal of Educational Sciences, 45(2), 134–150.
Berrakçay, S. (2008). Zihinsel engelli çocuklarda problem davranışların azaltılmasında müzik etkinliklerinin etkisi [Unpublished master’s thesis]. Gazi Üniversitesi.
Bigby, C., Douglas, J., Carney, T., Then, S. N., Wiesel, I., & Smith, E. (2023). Inclusion of people with intellectual disability in the decision-making and governance of disability and community organizations. Journal of Intellectual Disability Research, 67(5), 410–421.
Boumaraf, Nassima, & Saed, Chafiq. (2016). Curriculum development. Dafatir Al-Makbar [Laboratory Notebooks], Volume 11, Issue 2, pages 25-46.
Daněk, A. (2024). Inclusive music education: Opportunities for children with special educational needs. AD ALTA: Journal of Interdisciplinary Research, 14(1), 41–45.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social- emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416.
Elwakeel, M. A. (2020). The effectiveness of differentiated instruction in developing knowledge achievement, skill performance, and the use of the singing voice for primary school students. Journal of the Faculty of Education in Educational Sciences, Ain Shams University, 44(3), 282–388.
Ertekin, S. (2015). The effect of music education on acquiring daily life skills in children with intellectual disabilities [Master’s thesis, Gazi University].
Filianou, M., & Stamatopoulou, A. (2013). Exploring body awareness through music and ovement in children with special educational needs. International Journal of Special Education, 28(2), 88–97.
Foti, P. (2020). The effects of music and creativity on a child’s development of an innovative educational program. Research Studies in Music Education, 3(1), 19, 29–40.
Gargiulo, R. M., & Metcalf, D. J. (2020). Teaching in today's inclusive classrooms: A universal design for learning approach (3rd ed.). Cengage Learning.
Gulo, F. A. (2024). Teachers' role and the development of curriculum. Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris, 2(1), 226–230.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289.
Hallam, S., & Creech, A. (2016). Music education in the twenty-first century in the United Kingdom. UCL Institute of Education Press.
Hassani, S., & Schwab, S. (2021). Social emotional learning interventions for students with special educational needs: A systematic literature review. Frontiers in Education, 6, Article 808566.
Heward, W. L. (2017). Exceptional Children: An Introduction to Special Education (11th ed.). Pearson.
Ihsan Al-Din, M. (2016). Evaluation of Arabic language teaching for speakers of other languages. IAIN Tulungagung Research Journal, 4(1), 56-70.
Ishemo, R. P., & Hamidu, H. K. (2024). The understanding of curriculum change. International Journal of Innovative Research & Development, 13(1), 69.
Jacob, U. S., Edozie, I. S., & Pillay, J. (2022). Strategies for enhancing social skills of individuals with intellectual disability: A systematic review. Frontiers in Rehabilitation Sciences, 3, rticle 968314.
Karşıyakalı, G., Deniz, A., & Düzkantar, A. (2014). Teaching spatial concepts to students with developmental disabilities using music-supported instruction. International Journal of Early Childhood Special Education, 6(1), 40–55.
Karşıyakalı Doğan, G. (2020). The effect of social stories combined with the Orff approach on rhythm and performance skills in children with special needs [Master’s thesis, Gazi University].
Kargın, A. (2023). The importance of individualized education programs for children with special needs. Journal of Special Education and Development, 12(1), 55–70.
Kilani, H. A. M., Amin, M. R., & Abdullah, L. H. (2022). Proposed musical activities to develop participation skills among children with intellectual disabilities in early childhood. Educational and Social Studies, Faculty of Education, Helwan University.
Lee, L. (2016). Music activities for children with special needs: A developmental approach. New York: Oxford University Press.
Lillard, A. S. (2018). Montessori: The science behind the genius (3rd ed.). Oxford University Press.
Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom (2nd ed.). Routledge.
Masri, M. A. B., & Zulkipli, H. B. (2025). Systematic literature review: Sensory teaching to students with special needs. International Journal of Academic Research in Progressive Education and Development, 14(2), 1853–1865.
Millî Eğitim Bakanlığı. (2018). Special education: Principles and policies. Ankara: Ministry of National Education.
Ministry of Social Development in the Sultanate of Oman. (2019). Guide to classifying disabilities and special education services in the Sultanate of Oman. Muscat.
Ministry of Education in the Sultanate of Oman. (2020). General framework for school curricula. Muscat.
Ministry of Education in the Sultanate of Oman. (2021). Teacher's guide for music skills (grades 1 to 12). General Directorate of Curricula.
Ministry of Education in the Sultanate of Oman. (2022). Guide to curriculum development in accordance with Oman Vision 2040. Muscat: Curriculum Development Department.
Mohanasundaram, K. (2018). Curriculum design and development. Proceedings of the Conference on “Recent Trend of Teaching Methods in Education”, Journal of Applied and Advanced Research, 3(Suppl. 1), S4–S6.
Morsi, K. I. (2000). Reference in intellectual disability (2nd ed.). Cairo: University Publishing House.
Öner, N. (2014). Planning music education for students with special needs. Journal of Special Education, 22(2), 123–138.
Oner, O., Kahilogullari, A. K., Acarlar, B., Malaj, A., & Alatas, E. (2020). Psychosocial and cultural needs of children with intellectual disability and their families among the Syrian refugee population in Turkey. Journal of Intellectual Disability Research, 64(8), 644–656.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (8th ed.). Pearson.
Öziskender Flinn, N. (2020). The effect of movement and game-based music education on musical dynamics and body percussion skills of a student with moderate intellectual disability [Master’s thesis, Marmara University].
Pektaş, H. (2019). The effect of music activities on improving social skills of children with autism spectrum disorder. [Unpublished master’s thesis]. Hacettepe University.
Qarri, E. (2022). The relationship between musical skills and creativity in children. European Journal of Education and Pedagogy, 3(6), 218.
Royal Decree No. 63/2008 regarding the care and rehabilitation of persons with disabilities. (2008, May 3). Omani Official Gazette (Issue 862), 1–4. Ministry of Legal Affairs, Sultanate of Oman.
Sakarkaya, H., Eğilmez, H., & Engür, D. (2018). Müzik temelli sosyal beceri eğitimi programının sosyal becerilere etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 11(60), 510–517.
Sağırkaya, H. (2014). Müzik etkinliklerinin zihinsel engelli bireylerin sosyal becerileri üzerindeki etkisi. Akademik Sosyal Araştırmalar Dergisi, 2(7), 305–320.
Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual disability: Definition classification, and systems of supports (12th ed.). American Association on Intellectual and Developmental Disabilities.
Shqeir, Z. M. (2000). Psychology of special needs and the disabled: Characteristics, learning difficulties, programs, rehabilitation. Cairo: Al-Nahda Egyptian Library.
Torkar, G., Kovač, M., & Kovač Šebart, M. (2022). The role of textbooks in teaching and learning processes. Center for Educational Policy Studies Journal, 12(2), 7–10.
Turan, F. (2006). Music education and development in children with special needs. Journal of Music and Disability Studies, 5(1), 15–27.
UNESCO. (2020). Inclusive education: Ensuring access to quality education for all. Retrieved from https://unesdoc.unesco.org
UNESCO. (2021). Transforming Education: Inclusive Curriculum Guidelines. Paris: United Nations Educational, Scientific and Cultural Organization.
UNICEF & Ministry of Social Development. (2021, October 10). Training of trainers infunctional disability classification. Press Release.
Wehmeyer, M. L., Shogren, K. A., Smith, S. J., Ziemek, R., & Rodriguez, V. (2017). Educating students with intellectual disability and autism spectrum disorder: Best practicesand evidence-based strategies. Routledge.
Westling, D. L., & Fox, L. (2019). Teaching students with severe disabilities (5th ed.).Pearson.
William & Mary. (2023). The importance of curriculum development in enhancing teachingand learning. William & Mary School of Education. https://counseling.education.wm.edu/blog/the-importance-of-curriculum-development-in-enhancing-teaching-and-learning.
Yılmaz, B. (2010). Müzik terapinin zihinsel engelli çocukların sosyal gelişimlerine etkisi. Yüksek Lisans Tezi, Marmara Üniversitesi.
Yılma Şakalar, E. (2022). Zihinsel engelli çocuklarda müzikle özgüven gelişimi. MüzikEğitimi Araştırmaları Dergisi, 4(1), 34–51.
Zaytoun, K. (2003). Teaching strategies: A contemporary perspective. Cairo: Dar Al-Kutub.
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
