PROMOTING MUSIC LEARNING IN CHILDREN WITH CEREBRAL PALSY: THE PERSPECTIVE OF MUSIC PROFESSIONALS

##plugins.themes.bootstrap3.article.sidebar##

New Trends in Qualitative Research Volume 22 nr 1
pdf
Published Mar 13, 2026
DOI https://doi.org/10.36367/ntqr.22.1.2026.e1194

##plugins.themes.bootstrap3.article.main##

Davys Enrique Espíndola Moreno
Digital Content Laboratory, Research Centre in Didactics and Technology in the Training of Trainers, Department of Education and Psychology Digital Media and Interaction Research Centre Department of Communication and Art University of Aveiro, Portugal
https://orcid.org/0000-0002-3805-6929

Antonio Augusto de Freitas Gonçalves Moreira
Digital Content Laboratory, Research Centre in Didactics and Technology in the Training of Trainers, Department of Education and Psychology, University of Aveiro, Portugal
https://orcid.org/0000-0003-0040-2811

Oksana Tymoshchuk
Digital Media and Interaction Research Centre, Department of Communication and Art, University of Aveiro, Portugal
https://orcid.org/0000-0001-8054-8014

Carlos Pires Marques
Artistic School of the Conservatory of Music Calouste Gulbenkian of Aveiro, Portugal
https://orcid.org/0000-0003-1026-7457

Abstract

To promote access, participation, and success for children with Cerebral Palsy (CP) in the Arts Education Programmes of Music (AEPM), we started an action research project in 2018. To this end, we have already carried out: initial awareness training for music education teachers; the characterisation of the child with CP that gave rise to the study; and three integrative literature reviews to find out the state of the art in this area. As a result of this work, there was a need to highlight the needs of professionals working with children with disabilities (hearing, visual, motor, intellectual, and communication) to improve their practices. To this end, interview scripts were drawn up and validated by professionals specialising in technology, music education, school inclusion, and health. Based on these scripts, we interviewed 14 music professionals who had already been working with children with disabilities in their classes between January 2021 and January 2022. These interviewees authorised the audio recording and processing of their interviews through informed consent. The interviews were transcribed and validated by the respective interviewees. The content was analysed using webQDA software. The results show that teachers are unaware of current methodologies and strategies for working with children with CP in the AEPM, as these children do not attend this type of education. In addition, teachers have little knowledge of their specific needs, and neither the knowledge nor the Assistive Technologies to facilitate these children's communication and participation in the AEPM. Finally, the results demonstrate the need to promote teacher training in this area and implement changes in educational policies to transform Artistic Music Education, and more specifically the AEPM, into an education for all.

##plugins.themes.bootstrap3.article.details##

Issue
Vol. 22 No. 1 (2026): New Trends in Qualitative Research
Section
Empirical Studies with Methodological Reflection

How to Cite

Moreno, D. E. E., Moreira, A. A. de F. G., Tymoshchuk, O., & Marques, C. P. (2026). PROMOTING MUSIC LEARNING IN CHILDREN WITH CEREBRAL PALSY: THE PERSPECTIVE OF MUSIC PROFESSIONALS. New Trends in Qualitative Research, 22(1), e1194. https://doi.org/10.36367/ntqr.22.1.2026.e1194
Copyright
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

openAccess

References

Alves, I. (2020). Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), pp. 64-82. https://doi.org/10.1080/02619768.2019.1693995

Alves, I. & Fernandes, D. (2022) Public policies in Portuguese education: the path to inclusion for all. In: Tierney, R. (eds.) International Encyclopedia of Education. Elsevier. ISBN 9780128186299

Amado, J. (2017). Manual de Investigação Qualitativa em Educação 3ª edição. Coimbra University Press. ISBN:978-989-26-1389-5

Basic-Law of the Education System (1986). Law nº 46/86, Official Gazette nº 237/1986, 14th October (Series I), 3067 - 3081. https://dre.pt/dre/detalhe/lei/46-1986-222418

Costa, A., & Amado, J. (2018). Análise de conteúdo suportada por software. Aveiro: Ludomedia.

Coutinho, C. (2018). Metodologia de investigação em ciências sociais e humanas: Teoria e Prática. Coimbra: Almedina. ISBN:978-972-40-5137-6.

Crespo, A., Trindade, A. R., Cosme, A., … & Fernandes, R. (2018). Para uma educação inclusiva: Manual de apoio à prática. ISBN:978-972-742-418-4

Cruz, C. B. D. (2014). Sobre a formação de performers, investigadores e docentes de música: A Escola Superior de Música de Lisboa e outras instituições públicas de ensino superior. Revista de Educação Musical, 75-79. http://hdl.handle.net/10400.21/6768

Davanzo, N., Avanzini, F., Ludovico, L. A., Moreno, D., Moreira, A., Tymoshchuk, O., ... & Marques, C. (2023). A case study on netychords: crafting accessible digital musical instrument interaction for a special needs scenario. In International Conference on Computer-Human Interaction Research and Applications (pp. 353-372). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-49425-3_22

Decree-Law nº 344/1990 of the Ministry of Education and Science (1990). Official Gazette: Series I — nº 253. https://dre.pt/dre/detalhe/decreto-lei/344-1990-566188

Decree-Law nº 54/2018 of the Ministry of Education and Science (2018). Official Gazette: Series I — nº 129. https://dre.pt/dre/detalhe/decreto-lei/54-2018-115652961

Decree-Law nº 55/2018 of the Ministry of Education and Science (2018). Official Gazette: Series I — nº 129. https://dre.pt/dre/detalhe/decreto-lei/55-2018-115652962

Minayo, M., & Costa, A. P. (2023). Técnicas que fazem o uso da palavra, do olhar e da empatia: Pesquisa Qualitativa em Ação. Editora Ludomedia, Portugal. ISBN:978-972-8914-92-9

Moreno, D., Azevedo, J., Lima, B., & Davanzo, N. (2023a). Music for All: An Intervention Project in an Artistic School in Portugal. The Qualitative Report, 28(10), 2953-2979. https://doi.org/10.46743/2160-3715/2023.6682

Moreno, D., Caixinha, H., Davanzo, N., & Avanzini, F. (2025). I WANT TO PLAY PIANO Chasing a Dream with Netychords. In Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (pp. 1-2). https://doi.org/10.1145/3706599.3721339

Moreno, D., Maia, A. (2022). Accessible Music for Everyone: Discovering Resources. In: Mesquita, A., Abreu, A., Carvalho, J.V. (eds) Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies, vol 256. Springer, Singapore. https://doi.org/10.1007/978-981-16-5063-5_73

Moreno, D., Moreira, A., Tymoshchuk, O., & Marques, C. (2020). Content analysis using webQDA: Methodological option to characterize a child with cerebral palsy. New Trends in Qualitative Research, 2, 687–702. https://doi.org/10.36367/ntqr.2.2020.687-702

Moreno, D., Moreira, A., Tymoshchuk, O., & Marques, C. (2023b). Inclusion in Music: Evaluation of Awareness-raising Actions in Portugal. Cadernos de Educação Tecnologia e Sociedade, 16(se1), 101-112. https://doi.org/10.14571/brajets.v16.nse1.101-112

Moreno, D., Moreira, A., Tymoshchuk, O., Marques, C. (2022). Studying Inclusion in Music Education - An Integrative Literature Review as a Support in the Choice of Methodology, Using WebQDA. In: Costa, A.P., Moreira, A., Sánchez Gómez, M.C., Wa-Mbaleka, S. (eds) Computer Supported Qualitative Research. WCQR 2022. Lecture Notes in Networks and Systems, vol 466. Springer, Cham. https://doi.org/10.1007/978-3-031-04680-3_12

Olson, M. (1991). La investigación-acción entra al aula. Buenos Aires, Aique Grupo Editor. ISBN:950-701-059-9

Pardal, L. & Lopes, E. (2011). Métodos e técnicas de investigação social, Areal Grupo Editor. ISBN:978-989-647-254-2

Serafini, F. (2017). Um percurso profissional no Piano e na Música de Câmara no ensino especializado de música em Portugal e em Itália. [Tese de mestrado, Universidade de Minho]. Repositório UM. https://hdl.handle.net/1822/57223

Tavares-Netto, A., Wiesiolek, C., Dantas, D., …& Ferraz, K. (2022). Teachers’ perception of school functionality and participation of children with cerebral palsy. Research, Society and Development, 11(16), e54111635777.

Valério, M., & Schambeck, R. (2021). Processos de ensino e aprendizagem do piano para aluno com paralisia cerebral: Escola Livre de Música como espaço inclusivo. Revista da ABEM, 29.

Wangui, K. (2019). Challenges Faced By Music Learners with Cerebral Palsy: A Case of Joy Town Secondary School for the Physically Impaired. (Doctoral dissertation, Kenyatta University).