Music for Children with Special Abilities and Needs: Sounds of Intent

This 60-credit module is the sole module for the Postgraduate Certificate in Music and Children with Special Abilities and Needs: Sounds of Intent. The module will be delivered over three terms. It will provide students with a comprehensive understanding of inclusive music education and the diverse ways in which musical engagement supports children and young people with different abilities and needs.

The module will be structured around the Sounds of Intent (SoI) framework, which models musical development across the full spectrum of abilities. Students will critically examine the theoretical foundations of SoI and its application in practice with learners with autism, sensory impairments, profound and multiple learning difficulties (PMLD), and other developmental differences.

The module will combine academic study with practical experience through a professional placement in a relevant specialist or inclusive music education or community setting. Students will engage with ethical practice, sustainable approaches to music-making, and the use of assistive technologies to enhance participation and accessibility.

The module will embed all five pillars of student education from the SAIL Framework:

• Equity, Diversity, and Inclusion: Students will develop inclusive and socially responsible practice through direct engagement with diverse groups of learners in a range of educational and community contexts. Emphasis will be placed on adapting pedagogical approaches to accommodate differing abilities, learning styles, and cultural backgrounds. Students will reflect critically on issues of accessibility and representation in music education and explore strategies to ensure equitable participation for all.
• Sustainability: Emphasis will be placed on both social and environmental sustainability in music education. Students will consider music’s capacity to strengthen community bonds, promote well-being, and foster inclusion across different groups. Practical activities will encourage the creative use of ‘found sounds’ and recycled materials, alongside digital collaboration tools that minimise the need for travel and reduce environmental impact. The module will promote awareness of how sustainable practices can be embedded within everyday teaching and music-making.
• Global Engagement: The online delivery model will facilitate international participation and intercultural collaboration, enabling students to share perspectives and practices from diverse global contexts. Through comparative study, students will explore musical development across different cultures and genres, recognising the importance of aligning curricula with children’s lived experiences and local musical traditions. The module will foster respect for cultural diversity and global citizenship in music education.
• Professionally Focused Education: The placement and applied assessment components will enable students to develop practical, professional competencies directly relevant to careers in music education, community arts, and inclusive practice. Students will have opportunities to plan, deliver, and evaluate real-world music-making activities, linking theory with practice and demonstrating reflective professionalism aligned with sector standards.
• Technology Enhanced Learning: Students will engage with a range of digital and assistive technologies to support teaching, learning, and assessment. These will include online collaborative tools, digital audio workstations, and adaptive music interfaces that promote accessibility for learners with additional needs. The use of technology will not only facilitate creative music-making and assessment but also model inclusive, innovative approaches that students can apply in their future professional practice.

This module aligns with the QAA Framework for Higher Education Qualifications (FHEQ, 2023) Level 7 descriptors and draws upon the QAA Subject Benchmark Statements for Education Studies (2023) and Music (2019).