The study aims to investigate the use of music education in inclusive classes in ordinary schools to show substantial evidence on how musical experiences may impact the various forms of development of children with ASD and ID. The research synthesizes the advantages of music in education by examining several musical applications found useful for special needs students. The paper presents some applied examples to fulfill this vision based on our dialogue about various music applications music games, songs, rhythm activities, in the field of special education in Albania and highlights the importance of utilizing music education as much as possible in inclusive classrooms. The study was conducted in a school in Vlora, Albania with five children attending this school (mean age 8-13 years) who presented ASD and ID or other related disorders. For this study is used the descriptive and linear quantitative method of time series measurements based on sequential descriptive and numerical characteristics as it attempts to prove the hypothesis. The study investigates how the intervention through the music sessions has influenced psychomotor, communication (verbal and non-verbal), social development of the participants, evidencing the developmental trend that resulted after the implementation of the music education sessions. A structured checklist utilized to evaluate their progress over a three-month period, facilitated by music education sessions. From the first measurements to the third one it is noticed that musical experiences as a tool for stimulation influenced the improvement or enhancing the psychomotor development of children with ASD that attend the music classes by using different musical activities, rhythm, body movements, game songs, based on a sequential systemic educational process that respects the individualities of each child. The results showed that the active music interventions of group singing, playing instruments, rhythmic games and synchronized giving-and-taking should be encouraged over passive listening.

Music education plays a significant role in valuing cultural diversity and promoting inclusive practices within the school environment. In Portugal, where approximately 14% of students come from diverse ethnic backgrounds, musical education has the potential to act as an effective tool for inclusion and for valuing the cultural identities present in the classroom.This study utilised repertoires based on the research of Hermínio do Nascimento, a pedagogue and composer who documented the musical diversity of the Lunda region in Angola during the 1960s, through sound recordings, films, and editions of musical anthologies.

The action-research study, conducted in a specialised music school and involving students from the 3rd to the 12th grades, was structured into two main phases. The initial phase involved a literature review and an analysis of Lusophone repertoire, with pre-surveys revealing the students’ lack of familiarity with traditional music from Portuguese-speaking African countries. The practical phase included the creation/application of teaching materials encompassing vocal, instrumental, and dance activities framed within their cultural and historical contexts.

The results of the study highlighted a range of significant benefits stemming from the exploration of previously unpublished Lusophone repertoire in lessons, as evidenced by post-intervention surveys analyses and the presentation of the activities to the school community. The implementation of this repertoire also demonstrated that music education contributes to the development of social and cultural competencies, which are essential for nurturing citizens committed to diversity and capable of empathising with other cultures. The practical implementation included activities such as repertoire analysis and performance, which are essential for learning and acquiring musical skills, as well as reflection on the historical and social contexts of the selected works.

The project, as planned and implemented, is adaptable for application in other educational contexts and can incorporate musical traditions from other parts of the world.