Inclusion and Pedagogical Support for Students with Special Educational Needs in Music Lessons: A Systematic Review

Abstract

This systematic review aims to update state of the art on how inclusion and pedagogical support are implemented in grades 1–9 music education based on the studies published between 2010 and 2023. The review was 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 special educational needs (SEN) in general music lessons. Studies revealed beneficial practices for the participation and learning of students with SEN, such as student-centered pedagogy, peer-interaction strategies, co-teaching and collaboration, and various methods or pedagogical approaches (e.g., Dalcroze-based music education). Also, some challenges of inclusive pedagogy were met, such as in situations of lack of resources or specific SEN training for music teachers. This systematic review brings together the latest research on inclusive music education to increase understanding of how inclusive music education can be implemented. This in turn will help music and special education teachers by showing research-based guidelines for arranging the pedagogical practices more inclusively and discussing the critical points in implementing inclusive music education.