Resources for inclusion in music

Do you sometimes come across young people who aren’t engaged in learning or aren’t able to participate? 

Being musically inclusive ensures that all children and young people who want to, can make music.

A resilient child will have had experience of a consistent, positive parent or carer. They will feel worthwhile,safe and capable. Many children do not.

Autism is a lifelong, developmental disability that affects how a person communicates with and relates to
other people, and how they experience the world around them.

Fluctuating emotions and behaviour are part of normal  growing up, but in some cases they can affect a young person’s ability to cope with life and learning.

This is a list of all the live training we know of currently. We’ve also included links to training in the individual sections.

Dyslexia is a Specific Learning Difficulty *(SpLD – an umbrella term which also includes Dyspraxia, Dyscalculia, and ADHD) which affects the way information is learned and processed, but does not affect intelligence.

Local and national sources of financial support for young people and music

Further reading to support your work with young people.

Many deaf children and young people enjoy listening to or making music as much as hearing children and young people.

Tools, resources and advice on quality in music education and community music.

A learning disability is a term used to describe someone who has significant difficulties understanding new or complex information and learning new skills.

Six tips that you can put in to practice straight away when working with young people in music.

To make a musically inclusive Gloucestershire a reality, children and young people must be part of
the process, and ‘youth voice’ is a term that’s used to describe this work.