This paper presents a small-scale study conducted in Cyprus pre-primary education schools, aiming at including accessibility and assistive technology concepts and competencies in interdisciplinary approaches of the national curriculum. Forty-four children, ages 4.5-6 years participated in the study, attending a three-phase educational programme integrated into their school curriculum. Data collection included fieldnotes of classroom discourse, and pictures and discussions around participants’ artefacts developed during the programme. Findings of the study indicated children’s perceptions on barriers, disability and possible solutions that lead to accessibility and universal design. In addition, design elements around accessible tools and environments emerged in the discussions and practical examples developed by children during the study, demonstrating the possibility of accessibility awareness and competence development at a primary level.

The Erasmus+ MuVie project aims to make music education more accessible for blind students by integrating advanced digital tools, such as computers, Braille displays, screen readers, and specialized music notation software. This study presents the results of a user needs analysis, conducted through structured questionnaires administered to students, parents, teachers, and educational institutions in Italy, Cyprus, Germany, and Poland.

The survey focuses on key factors affecting music learning for students with visual impairments, including the complexities of the Braille music notation system, the limited dissemination of assistive technologies, the scarce availability of accessible digital music scores, and the lack of specific training for music teachers. Additionally, the study emphasizes the crucial role of family support and school inclusion policies, both of which are essential for students’ educational success.

Building on previous research, an in-depth analysis of the potential of Artificial Intelligence (AI) has been conducted to develop innovative solutions, enhance the usability of Braille music scores, and support music instruction more effectively. In particular, the need for a dedicated online platform has emerged, enabling optimized access to Braille music scores and offering teacher training programs, fostering a more accessible and inclusive music education.

The Erasmus+ MuVie project promotes accessibility in music education for blind students through innovative digital tools. A survey of students, teachers, librarians and musicians in Italy, Cyprus, Germany and Poland focuses on issues such as the complexity of Braille notation, the limited availability of assistive technologies and the lack of accessible digital scores. The survey also explores the need for specific tools to support the teaching of music to visually impaired students. There is also a growing interest in jazz music among blind music students.

To address these needs, among other initiatives, a new method for writing jazz chords in Braille has been introduced and integrated into the Braille Music Editor 2025 software, with support for importing and exporting in MusicXML format, enhancing compatibility with major music software. In parallel, the project is developing a digital archive of Braille scores and exploring solutions based on Artificial Intelligence (AI) to optimize music reading, making music education more inclusive and autonomous, with a particular focus on jazz repertoire.

Integrating technology into early childhood music education can transform traditional teaching methods, fostering creativity, collaboration, and inclusivity. This study examines using Synth4kids, a web-based musical educational software, as an Assistive Technology (AT) tool designed to support children aged four to six in their musical development. Synth4kids combines elements from traditional music-pedagogical methods with emerging technologies such as augmented reality, QR codes, and WebRTC music practices. It also integrates techniques like eye tracking, hand and face tracking, chromesthesia, and graphic music score strategies, providing multimodal ways of making music and enabling children with diverse abilities to engage actively in the learning process. Findings from this research highlight the added value of incorporating Synth4kids for inclusion and equity by addressing non-recognition and disrespect in the music classroom while cultivating musical and technological skills, promoting active participation, and supporting diverse learning styles. Overall, this study underscores the need for creating AT tools that harmonize educational objectives with playful engagement, paving the way for equitable and inclusive music education.