Inkluderingens möjligheter och utmaningar: Fem musiklärares tankar om och arbete med inkluderande musikundervisning

Sammanfattning: The purpose of this study is to examine the music teachers’ definitions of inclusive education. A further aim is to examine how these teachers are working to create an inclusive environment for their students and meeting their individual needs while simultaneously holding together the group. Furthermore, this study intends to examine which inclusive teaching methods the music teachers use and how these methods affect the design and content of teaching as well as the music classroom’s physical environment. For this study data was collected through semi-structured interviews via Zoom with five active music teachers. The result of this study show, among other things, that the informants talk about four important, and to some extent decisive, prerequisites for the work of inclusive education. These prerequisites are groups of reasonable sizes, a well-equipped music hall with adjacent group rooms, access to resource staff when needed and information and collaboration about, and around, students. Furthermore, the informants discuss and give examples of the essential aspects in their teaching methods. They also emphasize inclusive education such as clearness, structure, and pleasurable variation in lesson contexts, impressions in the classroom. Finally, they emphasize the importance of positive teacher-student relationships and social inclusion. From the result, it is concluded that the inclusive work is dependent on everyone who works with education to problematize existing values, norms, structures, and work methods in the school environment.