The key research problem of the master's thesis is specific learning difficulties in music lessons, their characteristics and how they can be identified. We wanted to gain an in-depth insight into the problem from the perspective of individuals with deficits in specific areas of learning who have managed to reach the university level of music education and to shed light on their challenges along the way and the adaptations that have helped them to do so. The introductory chapter of the master’s thesis outlines the role and importance of music education for the individual and for society. Inclusion in music schools is discussed. This is followed by a description of specific learning disabilities and students with such disabilities. For each specific disorder and deficit in a particular area of learning, the characteristics of students with the problem and the solutions and adaptations for students with that type of problem are presented. At the end of the theoretical part, we have listed useful didactic games and tools that offer support to students with specific learning disabilities. The exercises are also designed to support teachers in teaching music. The study used a qualitative research method and asked six key research questions. On this basis, we prepared questions and conducted six interviews with the participants. The participants in our study are music students who show deficits in a particular area of learning. We wanted to investigate how deficits in a particular area of learning manifest themselves in music theory subjects. The study concluded that a student with deficits in a particular area of learning can be very successful in music and that specific learning difficulties are not a barrier to achieving their goals. However, it is important that such a student can make the appropriate adjustments indicated in the decision about deficits in a particular learning area. Students with these problems are also forced to learn other life skills such as perseverance and patience.
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