In the perspective of a gradual improvement ofschool inclusion, music is considered a strategic exeprience to effectively respond to the needs of pupils with disabilities and specific learning disorders (SLD). In Italian schools, music is present in the nursery school and in the first cycle of education. It allows to positively face the challenge of inclusion by promoting a development that integrateslinguistic, cognitive, motor, and socio-affective aspects, by motivating participation to collective activities and by helping to build respect for differences. Currently, in the first cycle school, the access of students with disabilities and SLD to musical instrument courses in music secondary schools(SMIM) is a particularly controversial issue since an elitist vision of music teaching is still working and, in fact, it excludes these students. In this framework, this paper presented a national research aimed, in one hand, to explore the practices of assessment and teaching forstudents with disabilities and with SLD widespread in SMIM and, in the other hand, to identify "essential guidelines" for the construction of a inclusive models of instrumental teaching.
Rizzo, A., Chiaro, M., Corsini, C., & Sapuppo, F. (2020). Insegnamento dello strumento musicale e inclusione scolastica: una ricerca nazionale. ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, 8(2), 158-168.
|Titolo:||Insegnamento dello strumento musicale e inclusione scolastica: una ricerca nazionale|
RIZZO, AMALIA (Corresponding)
|Data di pubblicazione:||2020|
|Citazione:||Rizzo, A., Chiaro, M., Corsini, C., & Sapuppo, F. (2020). Insegnamento dello strumento musicale e inclusione scolastica: una ricerca nazionale. ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, 8(2), 158-168.|
|Appare nelle tipologie:||1.1 Articolo in rivista|