Teacher training in Intermediate Music Schools (SMIMs) to promote inclusive musical instrument teaching

This paper provides a cultural and paradigmatic-factual framework to generate insights into the training processes of teachers in primary and intermediate schools, who are considered the main agents of school effectiveness and inclusion. This training should be oriented towards the construction of dynamic professional models that can combine cultural aspects, in a broad sense, with issues of practice and analysis of teaching. Within this perspective of methodological value, the results of a two-year theoretical-exploratory research project are presented. The project was funded by the Department of Education of Roma Tre University. It utilises mixed methods and in-volved all Italian intermediate music schools. The project identified which training areas are useful to enable musical instrument teachers to propose an inclusive orientation-aptitude test and to manage musical instrument teaching in an inclusive way, paying particular attention to students with disabilities and specific learning disor-ders