This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

这项多案例研究的研究探索了一种多模式方法，可向严重或多重残疾的学生（4至18岁）教授音乐。通过将音乐与例如触觉刺激，运动或视觉效果相结合，可以刺激这些学生在音乐中的意义形成过程，从而帮助他们了解音乐的内部结构和表现力。三名音乐老师和一名社会工作者参加了这项研究。应用个人和集体视频反射和微观分析来收集有关其多模式教学实践的数据。数据是通过针对一般音乐教育而开发的Schmid框架（2015年）的“儿童音乐体验的多模式维度”进行分析的。该框架包含四个维度：叙述性，社会性，物质性和体现性。基于这些发现，可以对施密特的框架进行特殊教育的修订，从而为音乐教师提供一种工具，用于为重度或多重残疾的学生设计多模式音乐课程。