| Resumo: | This article reports on the research carried out to facilitate the teaching of the violin in students with hearing disabilities in the Music Schools and Conservatories, gathering the strategies and resources that have been obtained to favor the inclusion of these students. Two main difficulties started: the difficulty of learning a musical instrument for students with hearing disabilities, and the specific problems that the violin has for deaf people (HASH, 2003). The methodology of this research has been ethnography, oriented towards reflective education and collaborative work through the dialogue of knowledge, thanks to contact with professionals related to this area and with this student body. The results specify didactic proposals to promote an inclusive musical education for violin students with hearing impairment. Finally, the work makes visible inclusive practices in this musical field, confirming that a different repertoire or method is not necessary for these students, but basically adaptations at a methodological and didactic level.
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