Dislexia y discalculia en la enseñanza instrumental: repensar la inclusión desde la diversidad de aprendizaje

Instrumental teaching has traditionally been centered around musical notation, which can constitute a barrier to access for students with dyslexia and/or dyscalculia. This case study explores whether an individualized approach, combining multisensory strategies, Qigong-based embodied prac- tices, and an artificial intelligence application, can offer a more effective and inclusive pathway to instrumental learning for these students. A qualitative, exploratory design was adopted, focusing on a participant diagnosed with dyslexia who followed all three intervention lines over six months. Data, collected through video recordings, semi-structured interviews, and academic reports, were analyzed in relation to three dimensions: management of musical performance, autonomy during individual prac- tice, and metacognitive and emotional awareness. The results suggest a positive evolution across all three dimensions, albeit with varying degrees of consolidation. Taken together, the findings underline the potential of pedagogical approaches that integrate multisensory strategies, embodied practices, and digital technologies to promote more inclusive instrumental teaching.