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by difficulties in reading, spelling, and language processing. These challenges
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
extend beyond academic performance, often affecting students’ self-esteem,
motivation, and overall cognitive development. Traditional teaching metho-
ds may not adequately address the unique needs of students with dyslexia, whi-
ch emphasizes the need for innovative strategies that could support their lear-
ning and overall experiences in school. Educators can benefit from specialized
training, to be able to recognize different forms of dyslexia and apply effective
strategies for managing it. Careful assessment of the students could help iden-
tify specific gaps in their skills and create individualized programmes (Mar-
tan et al., 2024). This approach contributes to the creation of a supportive and
engaging classroom environment, allowing students to progress and develop
according to their individual abilities.
In managing learning disabilities associated with dyslexia, this paper exa-
mines research findings on the positive effects of musical stimulation in hel-
ping schoolchildren. Numerous studies (Bouloukou et al., 2021; Chobert et
al., 2012; Flaugnacco et al., 2015; Habib et al., 2016; Overy et al., 2001; Zuk et
al., 2018) have shown that musical activities have a positive effect on children
diagnosed with dyslexia, particularly in language and cognitive development.
Through this review, we will explore the shared neural processes between mu-
sic and reading and how understanding this connection underscores the im-
portance and benefit of integrating musical activities in educational systems to
manage dyslexia in children.

Individualization and Differentiation

Researchers in the fields of pedagogy and linguistics (Lindner & Schwab,
2020) believe that students differ in their cognitive abilities, learning pace and
intensity, interests, attitudes, reactions, motivation, and various learning expe-
riences. Many educators emphasize the importance of appropriate individuali-
zation in teaching by adapting pedagogical methods to students’ abilities, and
of differentiation to ensure important educational outcomes (Đorđević, 2009).
Individualization and differentiation represent primary goals in pedago-
gical work. Psychologist Piéron (1973, p. 158) defines individualization as a ‘pe-
dagogical procedure that, in contrast to frontal teaching, allows each student
in the class to perform the individualized tasks, as determined by the teacher,
which correspond to the student’s actual abilities’. The core of an effective edu-
cational process is the alignment of teacher skills with the individual needs
and abilities of students (Firth et al., 2013). The main challenge in contempo-
rary education is for teachers to identify the potential of the students and ad-
just the educational outcomes and programmes to accommodate the strengths
of different groups of students, including those with dyslexia (Martan et al.,
2024, p. 537). According to Berliner (2004, p. 329), educators cannot only rely

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