MUSICALITY APPLIED TO SPECIAL EDUCATION

Abstract

This article analyzes musicality applied to special education, considering its contributions to communication, learning, social interaction, and participation of students with specific educational needs. The research is characterized as bibliographic and qualitative, based on scientific studies about inclusive music education, special music education, musicalization, musical interventions, and adapted pedagogical practices. The objective is to understand how musicality can support the communicative, social, motor, and pedagogical development of students with disabilities or neurodevelopmental disorders. The justification is related to the need to expand academic discussions on accessible musical practices that are planned and coherent with the diversity present in educational contexts. The results indicate that musical activities mediated by rhythm, singing, listening, movement, and instruments can favor verbal expression, social communication, engagement, motor coordination, and the construction of bonds. It was observed that the adaptation of materials, teacher training, and planning sensitive to students’ singularities are determining aspects for the effectiveness of inclusive practices. It is concluded that musicality, when articulated with special education, constitutes a powerful pedagogical language to promote participation, belonging, and integral development.