Teacher training in Intermediate Music Schools (SMIMs) to promote inclusive musical instrument teaching

Abstract

This papers provides a cultural and paradigmatic-factual framework meant to foster insights in the training processes of first-cycle teachers, considered to be the main agents of school effectiveness and inclusion. This training should be oriented towards the construction of dynamic professional models that can combine cultural aspects, in a broad sense, with issues of practice and analysis of teaching. Within this methodological-value perspective, the results of a two-year theoretical-exploratory research project are presented. The project was funded by the Department of Education of Roma Tre University. It is based on mixed methods and it involved all Italian intermediate music schools. The project identified which training areas are useful to allow musical instrument teachers to propose an inclusive orientation-aptitude test and to manage musical instrument teaching in an inclusive way, paying particular attention to students with disabilities and Specific Learning Disorders.