Abstract
Music education has an irreplaceable place in the education of children with special educational needs. However, in the context of this target group it is often confused with music therapy.
The aim of this paper is to present to the professional public the results of a music education project in which we worked with a group of socially disadvantaged children. We chose a qualitative research design which allowed us to gain a thorough insight into the research setting.
We gathered information using interviews and processed the data using grounded theory and phenomenological interpretive analysis. The results obtained point to the need for a modification of music education that would respond to the specificities of this target group.
We will use the research outcomes to demonstrate the individual differences and points of contact between music education, music therapy and music philetics. In the discussion, we will reflect on the need for thorough teacher training and highlight the untapped interdisciplinary potential of modern music education.