Effective pedagogical approaches in providing an inclusive music classroom among school music teachers / Nina Zahira Md Ali

In the realm of education, "inclusion" refers to ensuring that all children, regardless of their individual learning needs or difficulties, have equal opportunity to attend school. When a teacher focuses on a student's ability rather than their disability, the experience is uplifting and transforming for both the student and the teacher. Students might accelerate their learning and teachers could deliver a more effective education. The purpose of this study is to investigate the challenges music teachers face in providing an inclusive music classroom, the current strategies employed, and to propose effective pedagogical approaches for inclusive music classrooms. Included in the thematic, content, and narrative analysis are the results of a systematic literature study comprising four publications from 2015 to 2021, one educational conference video, and seven lesson plans provided by music teachers. Based on the findings, it was determined that there are several factors that contribute to making a music classroom accessible to all students: teachers training, differentiation, and four interrelated areas including curriculum, abilities, motivation, and the classroom setting. Recommendations for future research and the gaps have been presented.