Inclusive music practices for students with a disability: fore-fronting participatory and agentic teacher practices

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Abstract
Musical experience can reveal dimensions of the self, relationships and flourishing that can challenge assumptions about the lives of people with disabilities. The Adaptive Music Bridging Program engages students aged 8–14 years with a disability in ensemble-based instrumental lessons, cultivating musical skills and literacies through weekly participation. A case study explores participatory pedagogies that promote self-regulation, the meeting of students’ musical goals, empowerment from participation and community music engagement. The study challenges music teachers to approach their profession with access and equity at the heart of what they do, who they teach and what they aspire for their students.

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