The Design Principles for Inclusive Higher Music Education Training Courses established after WP2
The “IncluMusic” project is a transformative initiative designed to enhance inclusivity in Higher Music Education (HMEI), particularly for students with Special Educational Needs (BES) and disadvantaged backgrounds. A critical phase of this project, Work Package 2 (WP2), was dedicated to defining the “Design Principles Framework”, outlining the “training course proposals”, and structuring the “curriculum division” to shape innovative and effective training courses.
This phase was written and led by Prof. Maria Cinque from LUMSA University, whose expertise played a key role in its success.
The Design Principles Framework: A Blueprint for Inclusion
At the core of WP2 was the creation of a “Design Principles Framework”, a set of guiding values aimed at ensuring inclusivity within HMEIs. The framework was established through extensive research, interviews, and co-design sessions with teachers, administrative staff, students, and disability-focused organizations across Europe. The final set of “principles” included:
- Empathy & Student-Centered Approaches – Understanding the unique needs of students with BES.
- Flexibility & Creativity – Adapting teaching methods and curricula for inclusivity.
- Customised Teaching Strategies – Designing courses tailored to different learning styles.
- Inclusive Assessment Approaches – Implementing evaluation methods that acknowledge diverse abilities.
- Dedicated Staff & Technological Integration – Creating new roles, such as the “academic tutor”, and leveraging technology for accessibility.
These principles laid the foundation for the “course structure and training modules” developed in subsequent phases.
From Principles to Action: Training Course Proposals and Curriculum Division
Once the Design Principles were established, WP2 focused on developing concrete training course proposals. Two training courses were conceptualized:
- For HMEI Teachers – Equipping educators with special education pedagogy, assistive technologies, and inclusive teaching strategies.
- For HMEI Administrative Staff & Academic Tutors – Providing insights into legal frameworks, support systems, and accessibility measures.
Following the design phase, the courses underwent two iterations:
- Internal Testing Phase – Conducted within partner institutions, refining course content based on feedback.
- External Pilot Phase – Involving HMEIs outside the project to validate effectiveness and adaptability across diverse cultural and educational settings.
The Impact of WP2: Paving the Way for Inclusive Higher Music Education
WP2 has been instrumental in shaping the IncluMusic training program, providing a structured, research-backed approach to fostering inclusion. The leadership of LUMSA University and Prof. Maria Cinque ensured a rigorous academic foundation, making the courses not only comprehensive but also practically implementable.
The final course structure
All the described activities led to the creation of a framework that is developed in six modules and became the final structure of the course; this theoretical models is based on Design Principles, including empathy, flexibility, creativity, and inclusive student engagement, alongside methodological and specific strategies for teaching SEN students.
Module 1: Disability Studies, special pedagogy and inclusive music teaching, that aims to Understand special pedagogy for disability students and develop new skills to better support them in their growing.
Module 2: Special musical methodologies and assistive technologies workshops, that has the goal to explain the main methodologies of music education;
Module 3: Legal foundations: EU framework and national legislations, which is about the legal foundation in each country to better understand what can and can’t be done for students with disabilities in their development period;
Module 4: Mindfulness and inclusive music teaching, that aims to equip music teachers with the knowledge and practical skills needed to create a more inclusive and mindful learning environment for students with disabilities in music academy;
Module 5: Music Therapy, Music and Health, that regards Understanding of theoretical and practical application of music therapy; develop skills to support students with disabilities through music therapy;
Module 6: Inclusive Music Education and Community Music, which aims to highlight the cognitive bias and inclusive music education.
All modules are structured as power point presentations and 2 hours of video.
Each module is divided into 4-6 sessions and include ppt resources, videos, external resources in video format, scientific papers, exercises, use cases, etc.
As the project moves forward, these training courses will serve as a model for other institutions, ensuring that Higher Music Education becomes a more accessible and welcoming space for all students, regardless of their backgrounds or abilities.
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.