Redefining Inclusive Music Education: A Theoretical Review
Abstract
Beyond the integration of people with special needs, inclusive education is a right of all citizens. Music education shares this right and is inspired by the principles of inclusion. In order to go deeper into the challenges presented by music education developed with an inclusive approach, the aim of this study is to present, based on a review of the literature, the definition of the concept of Inclusive Music Education (IME). The review of the scientific literature, based on the search in specialized databases, followed the three-phase process proposed by Guirao, Olmedo and Ferrer (2008) ending with a mixed content analysis. The result is a conceptualization of EMI that, without ignoring the contributions of the therapeutic approach, emphasizes the didactic approach focusing on adaptability factors and the use of music as a resource to achieve educational and social inclusion.
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