Visual Impairment and Specialized Music Education: Braille musicography as a technological device that promotes inclusive educational practices and attitudes
Braille music and all the IT support resources normally associated with it appear to be the technological devices that can rectify the acceptance to and open the doors of the various types of formal music education (Park and Kim, 2014). Despite its singular characteristics and processes that distinguish it from the traditional music notation system (Kersten, 1997), it is this haptic communication system (Johnson, 2016) that will allow the blind individual to internalize the multiple musical teachings, and allow the teacher/musician, blind or not, to undertake a correct educational behaviour.
The methodology used for the implementation of this project is of a qualitative nature, using multilateral approaches to achieve a broad and consistent scientific explanation. Even though this may produce less rigorous outcomes it doesn’t dismiss the explanatory capacity of this approach, always aiming for a deep and systematic knowledge about the reality we are studying (Giddens, 1996).
Jorge Alexandre Costa | João Gomes Reis | Jorge Gonçalves | Jorge Miguel Guedes Oliveira | Rui Oliveira Teles
Until July of 2019
Musicography Braille; Music teaching; Visual disabilities; Inclusion