Music therapy at a special education classroom in the Baix Llobregat

“Thanks to this truly inclusive model, the whole educational community is able to educate in diversity and respect”. With these words, Flora Valeta, director of El Tambor (a municipal kindergarten in Sant Feliu de Llobregat), welcomed us on our visit to this centre with a special education classroom promoted by Nexe Foundation, where children with multiple disabilities have access to a music therapy programme thanks to the patronage of the Ferrer-Salat Music Foundation.

This special education classroom is an “extension” of the Nexe Foundation, which has two centres of its own in Barcelona. It currently welcomes eight children with multiple disabilities ranging from 0 to 6 years of age, from all over the Baix Llobregat, who receive global and interdisciplinary care including mobility, health, cognitive and stimulation, the latter through music therapy. The goal of introducing this discipline into the children’s routine is to reinforce the skills achieved in other therapies, to encourage interaction and socialisation, to strengthen communication and concentration and to promote purposeful movement and body control. Music therapy is an important factor in the treatment, diagnosis and evaluation of children attending the centre.

Children at El Tambor are exposed to other stimuli by enjoying shared time and participating in joint activities with other children without any functional diversity, who also profit from the experience. The key principle is to offer everyone the support they need and to normalise their lives. The special education classroom within the centre offers the opportunity to bring an educational, social, therapeutic and health model (global care) to children with multiple disabilities and their families. It’s a perfect example of inclusion and of how an education centre should work.

In this video we share the testimony of family members, the Nexe Foundation team, and the kindergarten to find out how music therapy is used in their daily lives and to see how the centre has introduced this model to make the educational project more inclusive.

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