MUSIC AND DISABILITY: HISTORY, SOCIOLOGY, EDUCATION

Abstract

Performers with disabilities are largely ignored in discussions about accessibility within music, particularly in historical texts, performing venues, and music education. I argue that music education is the key for a better inclusion of future generations of disabled musicians in the professional music world. By developing more inclusive music education programs, visibility will increase, and current disabled musicians will embrace their position as role models. This dissertation explores the concepts of disability, access and accessibility in music. I consider historical and sociological contexts of disabled musicians during different musical periods, offering a critical study of the integration of these musicians in historic and contemporary societies. Recognizing the need for more accessible curricula and educational practices, I propose a design framework for inclusive music workshops. Critical Disability Studies (CDS) models and related literature are used to analyze my findings.