The purpose of this study is to develop a music teaching and learning model for social integration so that all learners can have a meaningful musical experience in music classes, and as a method, the ‘principle of individualized instruction’ that respects students’ diversity is applied. For this purpose, changes in the meaning of social integration and inclusive education were examined, and the perception of middle school music teachers on inclusive music education was investigated. After that, a teaching and learning model for inclusive music education was developed and verified through focus group interview(FGI), and the final model was completed by collecting expert opinions on the developed model. By applying the direction and alternatives of integrated education to the context of music education, this study is meaningful in laying the practical foundation for designing music classes for ‘social integration’.
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