Отношение преподавателей дополнительного музыкального образования к инклюзивному образованию слепых и слабовидящих детей

Abstract

The article presents the results of an empirical study of conditions and factors in assessing the prospects of inclusive additional music education for blind and visually impaired children. The positive attitude of experienced and highly qualified music teachers to the prospects of wider introduction of inclusive practice in music additional education programs, a humane attitude towards children with special educational needs, a positive assessment of the prospects for creating special conditions for special children in children’s art schools and children’s music schools was revealed. The authors share their expert opinion on the need for additional research on the issues of inclusive music admission education and the development of criteria for admission of children with disabilities to it. A significant part of experts express their concerns regarding the provision of inclusive practice due to the lack of experience working with special children and the necessary competencies. The community of teachers of additional education request some adapted methodological support for teaching performing arts to children with different types of disabilities, taking into account both the special educational needs of such children and the specifics of musical instruments. The problems are identified and tasks are set to ensure inclusive additional music education.