Inclusion and pedagogical support for students with special educational needs in music lessons: A systematic review

Abstract

This systematic review aims to assess research studies published between 2010 and 2023 to update the state of the art on how inclusion and pedagogical support for students with special educational needs (SEN) in Grades 1 to 9 (aged 6–15) are implemented in music lessons. The review is reported according to the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Nineteen studies met the inclusion criteria and were entered in the extraction phase. The results showed that inclusion is still understood and, thus, implemented, mainly as integration of students with SEN in general music lessons. Analysis of the original studies highlighted beneficial practices for the participation and learning of students with SEN, such as student-centered pedagogy, peer-interaction strategies, co-teaching and collaboration, and varied pedagogical methods (e.g., Dalcroze). Some challenges of inclusive pedagogy were also described, such as lack of resources or specific training for music teachers implementing inclusive music lessons. This systematic review brings together the latest research on inclusive music education to support music and special education teachers with research-based guidelines for and critical analysis of more inclusive music education practices.