Inclusive education is related to efforts aimed at overcoming barriers that hinder the participation and learning of all students, regardless of race, gender, sexuality, socioeconomic background, academic performance, or disability (Booth & Ainscow, 1998). The growing need to develop inclusive pedagogical approaches has shifted discussions within the educational community towards the contribution of music and performing arts to this goal (Burnard et al., 2008).

Specifically, research in both general and special education has highlighted that the participation of children, with or without disabilities, in artistic activities can enhance their self-esteem and contribute to the development of cognitive, social, emotional, and motor skills (Corbett et al., 2010; Hallam, 2015). Particularly for students with disabilities, art can serve as a crucial empowerment tool, while also helping to eliminate the social stigma that often accompanies disability (Roux, Kathard & Lorenzo, 2021). Integrating the arts into an inclusive educational environment, alongside collaboration among educators, families, and specialists, can enhance both the learning experience and the social inclusion of children with disabilities.

This action research study examines the psychosocial changes in a group of students with disabilities attending a Special Primary School, both during and after their participation in a nine-month educational program. This program was implemented by the Educational and Social Activities of the Greek National Opera during the 2021-2022 period, culminating in the creation of a musical performance. Through research tools such as field notes and interviews with participating students and their parents, the study explores the psychosocial changes that occurred, as well as the impact of their participation on their subsequent relationship with musical practice.

 Additionally, the study highlights the preparation process of this group of children to ensure their equal participation in a musical theater performance alongside typically developing students. Educators utilized a broad range of educational tools, adopting a holistic approach and individualized learning strategies tailored to students’ needs. Through innovative and “open-source” technologies, sketches, storytelling, and other methods, they promoted inclusion not just in theory but in practice.

• Music in special education

Nasia Konsta is a PhD candidate at the Department of Music Studies at the National and Kapodistrian University of Athens. Her research interests focus on ethical dilemmas in music education and the role of practical wisdom (phronesis) in the ethical decisions of educators. She has professional experience in Primary General and Special Education, and in recent years has been working in Secondary Education, integrating both formal and informal educational practices into her teaching.

Dimitris Chatzigiannakis is a PhD candidate at the Department of Audio and Visual Arts at the Ionian University. His research interests include the integration of artificial intelligence and open-source technologies in music education, sound art, and creative digital practices. He explores how AI can democratize music learning and support the preservation of cultural heritage. As a composer and music educator, he adopts interdisciplinary approaches, combining music technology, DIY-DIWO electronics, and interactive digital media into innovative educational strategies.

Vasiliki Zorzou is a special education teacher and cultural scholar with a master's degree in Cultural Unit Management from the Hellenic Open University. She works in public education. She has designed, implemented, and evaluated numerous educational programs for students with disabilities in various settings, including museums, parks, and archaeological sites. She also participates as a lecturer in adult training seminars on disability and museum education.

Georgia Bakopoulou is a psychologist with a master’s degree in school psychology, a specialization in counseling and guidance, as well as a training in systemic psychotherapy. She has many years of professional experience in special education and in the assessment of students with special educational needs and disabilities. She has worked as an adult educator and also as a translator and a scientistic editor. Currently, she is working in primary education.

Olga Giannakopoulou is a graduate of the Department of Special Education at the University of Thessaly, holding a master's degree in Educational Sciences, Special Education from the University of Nicosia.  She has obtained a certification in annual training in the field of school psychology from the University of the Aegean. For the past twenty years, she has been working in the field of Special Education, both in inclusion classes and Special Education Schools.