Inclusion in Arts Education Programmes of Music in Portugal: Present Challenges

A child with Cerebral Palsy (CP) who cannot sing or play a musical instrument traditionally wants to learn music in a nearby Artistic School (AS). Because of this, we went looking for information about the Good Practices carried out in different AS in Portugal to promote the inclusion of students with CP. A questionnaire survey with closed and open questions was developed and validated. This questionnaire was sent to 154 AS in Portugal via institutional e-mail through an online form. We obtained responses from 56.5% of the total respondents’ establishments. With the compiled information, a quantitative and qualitative analysis was carried out. As a result, we know that AS seeks to promote practices in favour of inclusion and enabling spaces, when necessary, although it is unclear what adaptations were made. We know that only 13% of Special Needs (SN) pupils attending AS have motor limitations, and no student has CP; it is necessary to articulate more teamwork between health and education professionals; it is necessary to develop Specific Training that promotes both Good Practices in favour of inclusion and the use of Technologies that can be used in the Teaching/Learning of music. Finally, we suggest interviews be conducted with parents and professionals working with students with CP to know their difficulties, needs, and potentialities. It will be important to hold awareness-raising courses in favour of the inclusion of music in all establishments in the country. Finally, we also suggest further studies in this area.