Strengthening Inclusion in Higher Music Education: Key Findings From the External Testing Phase
As part of WP4 “External Testing and Delivery of Supporting Tools for Trainers,” IncluMusic carried out an extensive external evaluation of its updated training courses for teachers, administrative staff and tutors in Higher Music Education Institutions (HMEIs). This stage followed internal testing during WP3 and marked an essential step toward ensuring the relevance, quality, and long-term sustainability of the training offer.
WP4 involved inviting external institutions across Europe to participate in pilot delivery of six training modules, testing their usability, accessibility and value. The goal was to verify whether the courses effectively support inclusivity, reduce barriers for students with disabilities, and help institutions develop more inclusive practices and policies.
A total of 195 external evaluators took part in the testing of the 6 training modules. Participants represented teachers, tutors, administrative staff and students.
Across all modules and evaluation categories, WP4 achieved an overall positive rating of 82%, surpassing the target indicator of 80% for partner engagement and satisfaction. This confirms the perceived relevance, clarity and usefulness of the IncluMusic training materials.
Participants highlighted the following features of the overall course:
- Clarity and structure of the modules
- High-quality theoretical frameworks, especially in disability studies and music methodology
- Strong practical relevance, especially in mindfulness, assistive technologies and community music
- Engaging multimedia content, such as videos and case examples
Participants most valued the following per module:
- Module 1 - Disability Studies and Special Pedagogies
Participants highlighted the clear grounding in disability studies, the social vs. medical models, bias awareness, and the connection to inclusive musical practice. Many highlighted the strong references, case studies and reflective components.
- Module 2 - Special Music Methodologies and Assistive Technologies
The overview of Orff, Kodály, Dalcroze and Gordon methodologies was especially appreciated, along with clear explanations of adaptive and assistive tools that can enable more inclusive music teaching.
- Module 3 - Legal and Ethical Principles of Inclusion
Participants valued the clarity of explanations regarding international and European legal frameworks supporting inclusive education, individualised educational plans and diversity awareness.
- Module 4 - Mindfulness and Inclusive Music Teaching
The practical exercises (body scan, mindful listening and emotional awareness) were frequently mentioned as helpful for teachers and students in managing stress and enhancing focus.
- Module 5 - Music Therapy, Music and Health
The interdisciplinary approach linking music, health, psychology and neuroscience received strong positive reactions, particularly the practical examples of therapeutic applications and historical grounding from Ancient Greece to contemporary practice.
- Module 6 - Inclusive Music Education and Community Music
The module’s exploration of music as a tool for social justice, participation and community engagement resonated strongly, especially the practical examples of service-learning and inclusive ensemble work.
While feedback was largely positive, several recurring challenges were noted across modules:
- Language Accessibility
Many evaluators requested Italian or Spanish versions of slides, videos and quizzes, indicating that English-only materials create barriers.
- Technical Issues
Participants reported some technical issues, e.g. missing quiz questions, incorrectly marked answers, videos with low audio quality, slow loading of materials on the platform.
- Density of Slides
Several modules contained slides with excessive text, making them harder to follow, especially when paired with video narration.
- Desire for More Practical Examples
A common suggestion concerned shorter and more dynamic videos, more case studies and classroom demonstrations and more interactive elements (activities, concept maps, infographics)
Based on this extensive feedback, IncluMusic will revise its training courses, update and redesign some of its content and resolve the technical issues. Upon completion of the revision of all course materials, they will be re-published as final resources on the IncluMusic e-learning platform, ensuring that the final version of the IncluMusic training materials is accessible, engaging and ready to support institutions across Europe in their journey toward greater inclusivity.
Dragana Mitrović, RESOLVO
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency for Community Programs in the Field of Education and Professional Development. Neither the European Union nor ANPCDEFP can be held responsible for them.