Music education for visually impaired pupils currently raises countless challenges concerning inclusion. This paper aims to know in depth what already exists about teacher training in this specific area and to identify the most crucial points that should be taken into consideration. With this purpose, a strategy that combines both qualitative content analysis and qualitative analysis of documents is followed. Two specialized training programmes in this field are analysed and, additionally, relevant documents about this subject, published in the last 20 years, are also analysed. The documents are examined with the purpose of observing if they could bring additional data apart from the trainings, and include didactic guides, journal articles with information about good practices and research documents. After a careful analysis, some categories and subcategories emerge showing the aspects needed to cope with inclusion inside the music classroom, giving light to the procedures and didactic resources that must be considered in training programmes of this kind. To conclude, the documents confirm the information about resources found in the trainings, and it is revealed that the contributions of this study should be taken into account in the design of future training programmes for music teachers, in the context of inclusion of students with visual impairments.
|Translated title of the contribution||Inclusion of visually students. What are the training needs of music teachers? Inclusió de l'alumnat amb discapacitat visual. Quines són les necessitats de formació del professorat de música?|
|Number of pages||14|
|Publication status||Published - 1 Oct 2022|