Children with differing needs must be enabled to develop knowledge, skills and understanding in music, to experience the musical elements, and to release their creativity by engaging in musical activities in a structured way. The teacher may need to approach the same material in a variety of ways to present it to different children, and therefore some flexibility in planning and preparation will be necessary. In most instances the child with a disability can participate in classroom music, with some modification or adaptation to his/her needs, particularly in the areas of performing and composing.
For instance, a child who has poor coordination will need additional time to practise a skill, a suitable musical instrument that is easy to play or an instrument that can be played with one hand (for example a cymbal played with a soft beater). The child should be encouraged to progress musically from playing an instrument with one hand to playing with two (for example from playing bongo drums with one hand to playing with two). A child who is physically disabled will need suitable support for an instrument, or an instrument that is sensitive to touch, such as an electronic keyboard or a drum machine, or an instrument specifically designed or adapted to his/her specific needs.
A child who is hearing-impaired will need a quiet learning environment, while instrumental needs may include a low or high-pitched instrument, according to his/her specific needs. Instruments in which vibrations can be felt (for example drum, bodhrán, stringed instrument) and a sprung wooden floor can greatly increase the sensation of vibration. A child with a visual impairment should encounter music that can be learned by rote and instruments that can be played by touch (for example maracas, castanets or recorders), as well as plenty of time to practise a skill. A good viewing position in the classroom may also be useful, and where notation is used it may be presented as larger than usual or in tactile form (for example magnetic letters or counters on a raised five-line stave).
Where a child is experiencing learning difficulties, plenty of encouragement and repetition of instructions will be necessary. Visual symbols and clues (for example hand signs, finger stave, magnetic counters and pictures) can help to reinforce theoretical concepts. A child with emotional or behavioural difficulties will benefit from exposure to a variety of enjoyable musical activities. These activities should be structured and have specific rules and clear instructions. The child should also have a sense of his/her own personal space in which to work and opportunities to experiment with ideas, within limits. The choice of instrumental work should be appropriate to his/her own abilities (ideally an instrument that is easy to play and easy to keep silent).
A child who is musically more able should be encouraged to proceed at his/her own pace and allowed to withdraw from group activities at crucial points in his/her development to pursue personal projects and teacherdesigned tasks. However, if this withdrawal is to be productive, the child must also learn to return to the group and to make this return easily. The child who is musically more able may also benefit from specialist help (for example from neighbouring primary or post primary schools) in order that his/her talents can be fully developed.
A child from a different cultural background needs to see the music from his/her culture recognised and valued along with the music of the other children in the class. He/she should be encouraged to bring any recordings of music from his/her native country into the classroom, or the teacher may invite a musician from the child's community to perform for the class as part of the listening programme.
Equity issues in music education
In planning and implementing a music programme, teachers should promote equal access to music-making among boys and girls. The following situations in particular should be noted:
Singing
In co-educational schools a balanced song-singing programme should reflect the interests of both boys and girls. Equally, in single-sex schools and classes, the teachers should be aware of the need to show a balance in the selection of songs.
Distribution of instruments
Girls and boys should have equal opportunities to play a range or instruments, for example 'loud' and 'soft' instruments, or 'big' and 'small' instruments, such as drums or Indian bells.
Private lessons
Children who learn an instrument privately should have opportunities to participate in classroom music making. Children with skills on instruments such as the piano, violin or flute should be encouraged to accompany classroom singing and playing to enrich the class programme in listening and performing.