Pedagogical Strategies for the Formation of an Inclusive Musical Environment in Educational Institutions

Abstract

The modern education system in Ukraine and globally is grounded in humanism and equal access to quality education, taking into account students’ psychophysical characteristics. However, implementing inclusive education faces major challenges, particularly the global teacher shortage, which UNESCO estimates at 44 million. This complicates the use of effective strategies for teaching children with special educational needs, especially in art education. This article examines the practical implementation of inclusive music education, focusing on teachers’ experience, applied strategies, and professional support needs. The study used a mixed-method design: 30 music teachers in Kyiv were surveyed, and quantitative data were analyzed using descriptive statistics. The results reveal a gap between teachers’ positive attitudes toward inclusion and their practical readiness. Most rely on general strategies (individualization, games, visual aids), while specialized approaches (adapted materials, rhythm and movement, assistant support) are rarely used. Key challenges include lack of training, methodological resources, and systemic support. Teachers identified professional development courses and access to adapted digital materials as priority needs. Based on these findings, a conceptual model of an inclusive musical environment is proposed, integrating values, pedagogical tools, institutional support, and teacher development, and outlining directions for future improvement.