The topic of this study is in the area of empirical teaching research and aims to determine more precisely the musical potential and development opportunities of hearing-impaired children of primary school age. In view of the rapid progress in hearing technology, it appears necessary to modify curricular offerings based on the evaluation of learning processes. The tried and tested music curriculum used for this purpose, with a focus on instrumental playing and singing, is based on the content of the curriculum for general primary schools and is aimed at enabling children with hearing impairments to discover, experience, play, and learn to create the world of music for themselves. A resource- and application-oriented music education teaching approach in this way means that those affected are “taken seriously” with regard to their musical self-concept and ultimately an increase in artistic and music didactic experience opportunities, tailored to an intermedia learning culture in aesthetic fields of experience, which is indispensable for the personal development of every student. Opening up the world of music to all children—regardless of their disabilities—provides valuable food for thought on the inclusion debate and makes findings from teaching/learning research available for use in teaching practice.