Abstract:

Objective To apply International Classification of Functioning, Disability, and Health (ICF) to systematically analyze the functional characteristics of children with intellectual and developmental disabilities (IDD) in special education schools, and develop a theoretical framework and methodology for music education that suits the students' functional profiles.
Methods Using the ICF's functional classification approach, the study focused on children with IDD in special education schools. It conducted a systematic analysis of the special music curriculum and students' learning behaviors from three levels: body functions, activity and participation, and environmental factors. The study then constructed function-oriented, adapted and inclusive principles, core curriculum content, and an education and evaluation system for music education.
Results The main functional characteristics of children with IDD were at three levels: at the body function level, students may experience impairments in Global psychosocial functions (b122), psychomotor functions (b147), energy and drive functions (b130), high-level cognitive functions (b164), attention functions (b140), control of voluntary movement functions (b760), and involuntary movement functions (b765), among others; at the music-related activity and participation level, students may experience impairments in play (d9200), sports (d9201), arts and culture (d9202), social activities (d9205), and other specified or unspecified changes in maintaining body posture (d429); at environmental factors level, there may be influenced on products and technology for education (e130), natural environment and human-made changes to the environment, unspecified (e299), immediate family (e310), friends (e320), other professionals (e360), attitudes (e4), and educational and training services, systems and policies (e585). In music teaching activities, child-centered principles were established, advocating function-oriented inclusive music education activities. The study used the ICF's method to construct music curriculum objectives and conduct function-oriented music learning activities. These activities included welcoming and warm-up activities, music appreciation activities, singing and learning songs, combining music with dance activities, music composition activities, as well as exploring instrument playing, choir, and ensemble activities for higher grades. By using the ICF's three functional levels, a comprehensive functional assessment and music learning needs assessment can be conducted for students. Based on the assessment results, a function-oriented adaptive music education program can be developed, including: setting adapted music learning objectives and developing corresponding teaching strategies based on the analysis of students' functional characteristics; establishing accessible music education environments considering the impact of the students' environment on their music participation, and providing supportive and accessible music education environments within the family and school settings; developing and implementing function-oriented music education based on the analysis and evaluation of students' music activity needs and functional characteristics, providing inclusive or individualized music education practices, and offering opportunities for special needs students to enjoy music learning activities and social interactions. By applying the ICF to the assessment of music education for students, a function-oriented music learning assessment system can be established, including diagnostic, formative, and summative assessments of music learning.
Conclusion This study systematically analyzed the functional characteristics of IDD children in special education schools based on the ICF's three levels of body function, activity and participation, and environmental factors. It constructed a function-oriented, adapted and inclusive theoretical framework, and core curriculum content for music education in special education schools. Using the ICF, the study established function-oriented music education objectives, set up accessible music education environments, developed and implemented function-oriented, adapted and inclusive music education curricula, and conducted student music learning assessments.

Key words: special music education, functioning orientation, adapted music education