Developing Adaptive Piano Teaching Strategies for Visually Impaired Beginner Piano Students

Visually impaired learners often encounter barriers in traditional piano education, where teaching practices frequently depend on visual information such as musical notation, teacher demonstration, and observation of physical movements. Although previous studies have explored various adaptive approaches, limited attention has been given to how adaptive piano teaching strategies can be systematically developed from learners’ identified needs. This study aimed to explore the learning needs of visually impaired beginner piano students and develop adaptive piano teaching strategies based on these needs.
An exploratory sequential mixed-methods design was adopted. Qualitative data were collected through semi-structured interviews, Classroom Observation, and focus group discussions involving visually impaired students, piano teachers, parents/caregivers, and music education experts. The qualitative findings were analysed through thematic analysis, and the identified needs were transformed into pedagogical responses for strategy development.
The findings revealed three major categories of learning needs: perceptual needs, cognitive needs, and emotional and psychological needs. Based on these findings, the study developed six core dimensions of adaptive piano teaching strategies: auditory guidance, tactile assistance, kinesthetic and bodily involvement, layered and step-by-step teaching, emotional support and motivation, and technology and assistive tools.
This study contributes to inclusive music education by demonstrating a needs-based process for developing adaptive piano teaching strategies. Rather than viewing adaptation as isolated techniques, the study highlights the importance of connecting learners’ experiences with responsive pedagogical approaches. The findings provide practical guidance for piano teachers seeking to create more accessible and inclusive learning environments for visually impaired students.

Adaptive piano teaching; visually impaired students; inclusive music education; special music education; multisensory learning; piano pedagogy

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