Traditionally, music education has been defined by an auditory-centric paradigm, prioritizing pitch discrimination and aural skills in ways that often exclude students who are deaf or hard of hearing (DHH). This article argues for a pedagogical shift toward a multisensory framework that validates vibration, visual tracking, and kinesthetic engagement as legitimate modes of musical understanding. By examining the concept of Deaf Gain and applying Universal Design for Learning principles, this article offers practical strategies for general music educators to transform their classrooms into spaces where sound is felt and seen, not just heard.
Cody Lee Puckett (Thu,) studied this question.