Henüz anne karnında iken duymaya başlayan insanoğlunun, doğumu takip eden ilk günlerden itibaren müziğe tepki verdiği bilinmektedir. Müzik estetik bir değer olmasının yanısıra eğitimciler için de çok önemli bir eğitim aracıdır. Bu nedenle normal gelişim gösteren çocuklarda olduğu kadar engelli çocukların da eğitim programları içine yerleştirilmelidir. Müzik etkinlikleri engelli çocukların eğitim programları içine yerleştirilirken bu çocuklarda karşılaşılabilecek problem durumlar gözardı edilmemelidir. Bu çocuklar için amaçlar belirlenirken eğitimci çalışacağı çocukların tüm gelişim alanlarını gözönünde bulundurmalı, gelişim düzeylerini ve hazırbulunuşluklarını dikkatle ele almalıdır. Bu şekilde belirlenecek amaçlar mutlaka basitten zHuman being which detects sound even as a fetus in the womb, are known to react to music following the few days after birth. The fact that music being a very useful tool in education apart from being an artform, necessiates it to be included in programs for educating the disabled children, as well as the normally developing ones. While placing musical activities in special programs, situations where problems may arise with those special children should be taken into account. The aims and purposes must be determined by considering all developmental areas of disabled children. The educator should be well familiar with the specific group and should carefully judge their developmental levels and readiness. The purposes determined by considering all the factors mentioned above should proceed from easy to difficult and arrayed in steps into the program. Educators, materials and environment ar Tam Metin

Human being which detects sound even as a fetus in the womb, are known to react to music following the few days after birth. The fact that music being a very useful tool in education apart from being an artform, necessiates it to be included in programs for educating the disabled children, as well as the normally developing ones. While placing musical activities in special programs, situations where problems may arise with those special children should be taken into account. The aims and purposes must be determined by considering all developmental areas of disabled children. The educator should be well familiar with the specific group and should carefully judge their developmental levels and readiness. The purposes determined by considering all the factors mentioned above should proceed from easy to difficult and arrayed in steps into the program. Educators, materials and environment ar Tam Metin