Theoretical and Pedagogical Foundations of Integrating Inclusive Education into Music Lessons
DOI:
https://doi.org/10.55640/jsshrf-06-06-07Keywords:
Inclusive education, music lessons, music pedagogyAbstract
This article analyzes the theoretical and pedagogical foundations of integrating inclusive education into music lessons as a multidimensional process that unites humanistic pedagogy, differentiated instruction, universal design for learning, music didactics, and the social mission of education. Music lessons are interpreted not only as a means of artistic-aesthetic development, but also as a pedagogical environment in which every learner, including children with disabilities and special educational needs, can participate, communicate, express emotions, develop rhythmical and auditory perception, and experience social belonging. The article substantiates that inclusive music education requires the transformation of lesson aims, content, methods, assessment, teacher competence, and classroom interaction.
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