Abstract
The purpose of this chapter is to deepen understanding of inclusive approaches to music education and their impact on pedagogy and practice. The chapter explores how inclusivity enriches the learning experience for all young people by addressing diverse needs. It situates inclusive music education within broader educational policy and highlights the challenges and opportunities teachers may encounter when creating accessible and equitable musical experiences. Practical strategies for fostering inclusivity are discussed, including accommodating young people’s diverse musical backgrounds, being sensitive to structural inequalities, implementing differentiation, and using adaptive instruments and assistive technologies. The chapter also draws on relevant models and theories to support the development of inclusive pedagogical practices and offers guidance for working with young people who are disabled, neurodivergent, or have social, emotional, and mental health difficulties.
| Original language | English |
|---|---|
| Title of host publication | Learning to Teach Music in the Secondary Classroom 4th Edition |
| Publisher | Routledge |
| Publication status | Accepted/In press (AAM) - 31 Mar 2025 |