Abstract
Accessible digital musical instruments (ADMIs) can provide access to active music-making to a broad range of people, including those who may experience different access barriers due to impairments and exclusive social practices. While there is an increase in publications regarding ADMI design and evaluation in specific use cases, little is known on the actual use of ADMIs in special educational needs (SEN) schools. Therefore, the aim of the first part of the ongoing sequential mixed-methods survey that is presented in this paper is to collect data on the use of ADMIs in SEN-schools and to derive design considerations from a music teacher’s perspective. The information presented here is based on 16 qualitative interviews that have been conducted with German SEN music teachers from schools with specializations in eight different SEN areas.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
