A study on the approaches of solfeggio educators in conservatories towards students with individual differences

Solfeggio education constitutes one of the fundamental pillars of music education and holds a significant place in conservatories and other institutions providing professional music training. This study was conducted to determine the approaches of solfeggio educators in conservatories, specifically those offering Western music education at the undergraduate level, towards students with individual differences. The research is a qualitative study based on a descriptive method and conducted within a survey model. The study group consists of 10 volunteer solfeggio educators from 7 conservatories. The data was collected through structured interviews with the educators and analyzed descriptively.According to the findings, students with individual differences were observed to be more successful in auditory skills, solfeggio reading, dictation writing, and memorization compared to their peers, whereas they might face challenges in rhythmic reading and sight-reading. It was found that some educators employ different strategies to encourage participation from these students, but generally do not use different teaching methods, do not apply different evaluation criteria, and do not implement a separate examination system. It is believed that this study will contribute to future research in the field of individual differences, and provide insights to individuals with such differences, their families, and educators.