ENGAGING PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENTS IN MUSIC EDUCATION: IDENTIFYING THEIR ABILITIES AND PROVIDING KNOWLEDGE
Abstract
This article examines the process of engaging preschool children with visual impairments in music education, identifying their abilities, and providing them with accessible learning opportunities. The focus is on how music can serve as both a developmental tool and a source of emotional expression for children with limited vision. Special attention is given to methods that spark interest in music, nurture creativity, and reveal each child’s unique potential. The article also highlights the importance of adapted teaching techniques, the use of auditory and tactile resources, and an individualized approach that respects the specific needs of visually impaired learners. By integrating these strategies, music education not only enhances children’s cognitive, social, and emotional growth but also contributes to their self-confidence and inclusion in educational settings.
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