What is it about?

This paper gives a possible framework for developing music lessons for children with Down Syndrome. It explores a potential learning profile that children with Down Syndrome share, and considers how we could use this to inform music lessons. Three short, diverse examples are provided to show what this might look like in practice.

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Why is it important?

A lot of literature about disability and music education takes a medical model approach, considering how we differentiate or adapt provision for children with additional learning needs. This paper takes an affirmative approach and celebrates how children with Down Syndrome learn well, using this to inform music lessons.


This was an important article for me since it represents many years of music teaching which was very close to my heart. I am passionate about developing an affirmative provision which celebrates and values difference, and I hope more people will explore this important work by engaging with this research.

Beth Pickard
University of South Wales

Read the Original

This page is a summary of: A Framework for Mediating Medical and Social Models of Disability in Instrumental Teaching for Children with Down Syndrome, Research Studies in Music Education, August 2019, SAGE Publications, DOI: 10.1177/1321103x19855416.
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