Izvleček
Inkluzivno glasbeno izobraževanje učencev s slepoto v Sloveniji odpira številna strokovna in organizacijska vprašanja, povezana z dostopnostjo, prilagoditvami pouka ter usposobljenostjo učiteljev. Prispevek obravnava ključne izzive, s katerimi se učenci s slepoto in njihovi učitelji srečujejo v glasbenih šolah, ter možnosti za njihovo učinkovito preseganje. Empirični del temelji na kvalitativni raziskavi,1 ki vključuje polstrukturirane intervjuje z učitelji glasbil ter opazovanje pouka učencev s slepoto. Ugotovitve kažejo, da so ovire pri glasbenem izobraževanju povezane predvsem z odsotnostjo vizualnih informacij, kar vpliva na orientacijo na glasbilu, usvajanje motoričnih vzorcev in delo z notnim zapisom. Hkrati se kažejo izraziti potenciali učencev, kot so razvit slušni spomin, notranji posluh in učenje po posluhu. Kot ključne rešitve se izpostavljajo veččutni pristopi, natančna verbalna razlaga, usmerjeno vodenje ter jasna struktura pouka. Prispevek opozarja na potrebo po sistemski podpori učiteljem in razvoju dostopnih strokovnih smernic za inkluzivno glasbeno izobraževanje.
Abstract
Challenges of Inclusive Music Education for Children with Blindness
Inclusive music education for blind learners in Slovenia raises professional and organisational issues related to accessibility, lesson adaptation, and teacher preparation. This article addresses key challenges faced by blind learners and their teachers in music schools, outlining practices that can support effective inclusion. The empirical part is based on qualitative research, including semi-structured interviews with instrumental teachers and lesson observations involving blind learners. The findings indicate that barriers are primarily linked to the lack of visual information, affecting instrument orientation, motor pattern acquisition and work with music notation. At the same time, learners’ strengths emerge, such as well- developed auditory memory and inner hearing, as well as learning by ear. Key solutions include multisensory approaches, precise verbal instruction, tactile guidance and a clear lesson structure. The article advocates for systematic support for teachers and accessible professional guidelines in inclusive music education.