Music of differences and riches Pedagogical comments on the inclusion of people with Special Educational Needs

Abstract

This article aims to map out how the sound-musical language, so rooted in the human phylogeny and ontogeny, can change the point of view of the educational-instructional school privileging the experiences of embodied cognition (Gallese, 2009) in place of the much reassuring as discriminatory access roads to knowledge of logical-rational type to achieve the same learning objectives. In a classroom environment in which differences in cognitive
styles and attitudes are the norm and there are increasing cases of special educational needs (Ianes, 2005), is inclusive by training experiences of creative approach to knowledge, grasps the expressive values, and it turns out, empirically, the combinatorial mechanisms, constructive logic, potential development. To achieve this turnaround must: teach music in an open to improvisation forms and teaching composition, impart a cross-disciplinary
role to the language of the sound bodies and heighten sensitivity to the musicality of their own behavior (Malloch & Trevarthen, 2009) in the processes of didactic transposition (Chevallard, 1985). Below are some specific examples of application specific learning disabilities, emphasizing the contribution of neuroscience to the strengthening of the possible implicit links between learning music and read-write (Pavel, 2009).