Digital Musical Instruments in Special Educational Needs Schools: Requirements from the Music Teachers’ Perspective and the Status Quo in Germany

Abstract

Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.