Abstract
In the period of health emergency new needs emerged in the context of inclusive education, especially concerning students with special needs, often penalized by online education. Fondazione Sequeri Esagramma Onlus has been committed in orchestral inclusive education for almost 40 years, offering to all kind of people experiences in symphonic orchestras specifically re-elaborated to welcome and include people that have no music competence or various difficulties, from SEN to complex cognitive disability and autism. The present research documents the effort made by Esagramma to offer its support to families with children with disability, adapting its Inclusive Orchestral Education course (EOI) in a web-based mode. In order to get a wider perspective, semi-structured interviews were conducted with 15 caregivers, 4 students and 7 teachers. Participant observation of the collective music history lessons was also made. The results report the experience of the overall community: difficulties, tools and strategies adopted to reorganize teaching, the peculiar involvement of parents, strengths and weaknesses of the online mode. Generally, the pathway was considered challenging but interesting, for it allowed everyone to enrich their own set of skills. Unexpected advantages of distance learning emerged. The overall research process helped then the team to identify good practices and effective strategies to be repeated and further improved.