Abstract
Music education has an irreplaceable place in modern education. Its benefits must be available to all.
Even to a pupil with special educational needs and to a child growing up in an environment at risk of social exclusion. The main aim of this paper is to present to the professional community the key results of qualitative research that was carried out for two years in the environment of a children's home.
Here, we investigated the possibilities of using music education, and observed the forms of its distribution. We were able to confirm the significant role of music education in special education intervention.
In this paper we clearly define the differences between music therapy, music therapy and special music education. In the discussion, we will point out the need for special education competencies in music educators.
Based on our findings, we will offer possible modifications of music education for children with special educational needs.