RT info:eu-repo/semantics/doctoralThesis
T1 La atención al alumnado con deficiencia visual en las Enseñanzas Artísticas Profesionales de música en España: una perspectiva desde el profesorado.
A1 Martínez Martínez, Alicia
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Música - enseñanza
K1 Professional arts education
K1 Enseñanzas profesionales
K1 Music education
K1 Educación musical
K1 Visual impairment
K1 Deficiencia visual
K1 6203.06 Música, Musicología
AB Access to quality education is one of the fundamental rights enshrined in current education legislation. However, its application in the field of professional music education in Spain, and especially with regard to students with functional diversity, still has areas for improvement. This research therefore aims, on the one hand, to analyse how these students are catered for in public and private-subsidised institutions offering the aforementioned education and, on the other hand, to identify the main barriers that hinder quality education for students with visual impairments.To this end, a mixed methodology has been used, specifically a sequential explanatory design of a descriptive nature based on two phases: a first, quantitative phase and a second, qualitative phase. In the quantitative phase, the results were obtained from a questionnaire sent to the management teams of the centres under study, as well as from a record sheet detailing the compulsory and optional subjects related to the care of students with functional diversity in the Pedagogy and Interpretation courses offered in Spanish public institutions of higher arts education. In the qualitative phase, information was gathered through semi-structured interviews with teachers who have taught visually impaired students at some point in their professional careers.After analysing the results of this research, it has been found that functional diversity and, specifically, visual impairment are a reality in Spanish centres where professional music education is provided. In addition, it has been observed that there are currently barriers that hinder the attention given to students with this condition. Among the most notable are the lack of initial and ongoing training for teachers in caring for students with diverse abilities, the lack of teaching experience, the lack of an Educational Guidance Department, and the lack of willingness among teachers to include these students in education.The presence of current obstacles in Spanish institutions that offer professional music education leads to the conclusion that there is still room for improvement in the quality of education offered to students with functional diversity, specifically visual impairment. This reality must be taken as a reference for the transformation of the education system, since equitable access to quality education is one of the rights enshrined in current education legislation in Spain and must therefore be guaranteed by public administrations.In summary, the purpose of the study is not only to analyse and identify possible barriers, but also to propose suggestions so that centres offering professional music education can have more information to improve the quality of teaching they offer to students with some form of visual impairment.
YR 2026
FD 2026
LK https://uvadoc.uva.es/handle/10324/82349
UL https://uvadoc.uva.es/handle/10324/82349
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 29-ene-2026