In all modern educational settings, students exhibit heterogeneous characteristics concerning their interests, their prior educational experiences, their motivation for learning, their cultural and and social/economic background, etc. This diversity in our classrooms makes it imperative to ensure the existence of a framework that will provide equal access to knowledge and equal opportunities for academic success to all our students regardless of any differences. According to relevant scientific literature (Tomlinson, 2017; Bender, 2012; Valiandes, 2015), differentiated instruction promotes inclusive learning. It offers learners, including those with special educational needs, multiple ways of representing knowledge and engaging in the learning process, so that teaching is adapted to their individual needs and learning profiles.

This presentation aims to present differentiated instructional practices that can be implemented in secondary music education to maximize student engagement in the learning process in a way that responds to their different degrees of learning readiness, as well as their different interests and learning styles. It will be clarified what is actually differentiated in differentiated music instruction, which are the necessary conditions for its effective implementation, and what steps educators need to follow to achieve it. Particular emphasis will be placed on the presentation of differentiated teaching strategies for processing the content of music instruction (conceptual mapping, Jigsaw, entry points, multiple texts, classified activities, etc.) that contribute to the formation of a dynamic and flexible learning environment.

• Inclusion, marginalization, bullying and exclusion

Efthymiou Spyridoula is a PhD holder of the Department of Music Studies/Ionian University, where she had concluded her BA studies. She works as a music education consultant. She is a graduate of the postgraduate "Education Studies" of the Hellenic Open University, specializing in Adult Education. She has presented her work at various conferences and has published in conference proceedings and academic peer-reviewed journals. Her research interests are in the area of Music Pedagogy, especially Music Education in Preschool and First-School Age, in Adult Music Education and in Acoustic Ecology.