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Kommunikative Musikdidaktik in reflexionslogischer Rekonstruktion: Zur Relevanz der 'Dezentrierung des Individuums' für die Fundierung inklusiven Musikunterrichts
This paper tries to contribute to the philosophical basis of inclusive music education from the perspective of the Communicative Didactics of Music (Kommunikative Musikdidaktik; KMD). It focuses on the opportunities and problems which occur in high-school music lessons attended by students with cognitive disabilities in the reflective and verbal dimensions of dealing with music. The problems have to do with the goal of higher education entrance qualification – a goal which has to be maintained.doi:10.25656/01:20727 fatcat:jfbudzvlz5dbzajprfep2gte4q