Inclusive music education at CIT

Creating belonging through student-centred support

This case study explores inclusive practice in music education at the Canberra Institute of Technology (CIT), drawing on the experiences of Damien Slingsby, music educator, and Radhiska Sewak, a 19-year-old Certificate IV in Music student who is blind and aspires to work as a music therapist. It looks at how reasonable adjustments, responsive teaching, peer support and accessible communication created a learning environment where Radhiska could participate with confidence.

Reasonable adjustments are a legal requirement and the necessary foundation for Radhiska’s participation. What stood out most, though, was that the experience worked so well because of what accompanied those adjustments: a welcoming cohort culture, open communication and a shared commitment to working through problems as barriers emerged.

Student profile and course context

Radhiska entered the music program with recommended adjustments for vision impairment. Some support needs were identified before commencement, but others only became clear once she began working in studios, using music technologies and completing practical tasks.

For example, one unit required students to read sheet music. Damien and Radhiska identified an alternative approach that enabled her to follow and recite pitch aurally. This preserved the integrity of the learning outcome while providing equitable access to assessment.

Other barriers arose in practical studio activities involving multiple keyboards, software applications and music technologies. Damien described inclusion as an ongoing conversation rather than a one-off plan: “Sometimes you don’t know what the barrier is until the student encounters it. The key is working with the student to identify what will help.”

Inclusive learning environment

The small cohort of seven students had developed a strong culture of peer support. During the studio visit, classmates naturally assisted Radhiska to locate her keyboard workstation. Damien also noted that students met her regularly at the lift and accompanied her to class. This support was not transactional or directed by the teacher; instead, it had emerged as a part of the class culture. Radhiska often named her peers as her first source of support, which says a lot about how much belonging, social connection and psychological safety matter in accessible learning.

Accessible communication and technology

A key practical change was the use of Basecamp, an online communication and project management tool, as a shared space for class messages, updates and group work. Communication had previously relied on the learning management system, which created delays and required students to log in manually or wait for email notifications.

Basecamp suited Radhiska because it sent notifications straight to her and worked with the accessibility features on her iPhone, so she could follow class communication independently. This slight change improved timely access to information, group collaboration, confidence and participation beyond scheduled class time.

Outcomes and impact

Damien reflected that Radhiska’s inclusion benefited both the student and the wider class. Her persistence, preparation and commitment positively influenced peers and strengthened the group’s understanding of inclusive practice.

The case shows that inclusive education involves much more than modifying assessments. It also means building student confidence, fostering connection, creating psychologically safe spaces, encouraging collaboration and designing flexible ways to communicate.

Educator reflections

Damien acknowledged that educators may feel uncertain about disability inclusion, particularly when they are concerned about workload, one-on-one support, modifying resources or “getting it wrong”. His advice was to begin with the student and approach adjustments with curiosity rather than fear.

As Damien explained, “The student has lived with the disability their whole life. Finding workarounds and solutions is not new to them”. The most transferable practice was not a specific adjustment but the deliberate creation of a welcoming, collaborative and responsive learning environment.

Key practice insights for educators

This interview identified several practical lessons for educators working in inclusive vocational education and training (VET) contexts:

• Reasonable adjustments should be viewed as an ongoing process rather than a fixed plan established at enrolment.
• Students should be actively involved in identifying adjustments and strategies that work for them.
• Inclusive classroom culture can have a greater impact than formal accommodations alone.
• Peer relationships and social belonging are critical enablers of student success.
• Small technology changes can significantly improve accessibility and communication.
• Inclusion benefits the entire student cohort, not only the individual receiving support.
• Educators should approach inclusion with curiosity and collaboration.

Conclusion

This case study shows that successful inclusion in VET comes from more than formal accommodations. It grows in learning environments where students feel welcomed, respected, connected and supported.

While reasonable adjustments enabled access to specific learning activities, the strongest contributor to Radhiska’s positive experience was the inclusive culture intentionally fostered by both educators and peers.

The inclusive culture in this case study highlights the practice of one educator and a small cohort, but the 2025 Standards for Registered Training Organisations (RTOs) provide a way to build it in across the organisation, including creating safe and inclusive learning environments, leading a culture of fairness and integrity, supporting professional development, and monitoring and improving practice over time.

Radhiska’s experience reinforces that inclusive education is most effective when accessibility, flexibility, student voice and community are embedded into everyday teaching practice.

Mapping: National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025