This article analyses international and national experiences in applying an inclusive approach in music classes. The study views inclusive music education not merely as the placement of learners with different abilities in one classroom, but as the purposeful transformation of lesson goals, musical content, teaching methods, communication, assessment and emotional support. Internationally, the article relies on UNESCO and UNICEF principles that inclusion requires the removal of barriers in curriculum, pedagogy and the learning environment. Nationally, it examines Uzbekistan’s developing inclusive education agenda and the scholarly contribution of F.U. Qodirova and M.A. Asadullayeva. The article argues that music lessons possess a special inclusive potential because rhythm, sound, movement, singing, listening, improvisation and ensemble work can be adapted without depriving learners of meaningful artistic participation. The scientific value of the article is in synthesizing global inclusive standards with national musical-pedagogical practice and in defining methodological conditions for accessible, culturally relevant and emotionally safe music classes.
International and National Experiences in Applying an Inclusive Approach in Music Classes
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