Overarching competences and their implementation
The goals for the area of "Inclusion" are formulated as 10 overarching competencies:

Basics - law, theory, institution
The student

• can explain the legal basis and the subject-specific guidelines for inclusive learning and apply them to case studies
• knows the state of the theoretical specialist discussion, can critically weight different positions and take a justified theoretical standpoint
• knows institutional implementation possibilities, counselling and support offers for inclusive learning.

Special/Inclusive Education - support concepts, support priorities, development support
The student

• can explain various special educational concepts for music and use the principles of these concepts for planning lessons
• can differentiate heterogeneity with regard to its different aspects such as focal points, giftedness, cultural diversity and derive fundamental consequences for teaching
• can reflect and plan music pedagogical practice with regard to the individual promotion of development in the sensomotoric, emotional-social, linguistic-cognitive area.

Implementation - musical learning areas, diagnostics, differentiation, teaching
The student

• can select and apply diagnostic procedures for different areas of heterogeneity in a well-founded manner
• can analyse the music-specific areas of competence and fields of action (reception, reflection, action, transposition) as well as learning subjects under the aspect of heterogeneity
• is able to develop suitable, internally differentiating teaching methods and sequences for inclusive learning in relation to the competence and subject areas of music teaching
• can evaluate inclusion-related learning situations according to criteria.

These competences are implemented in the sense of a cross-sectional task in the Bachelor of Arts and Master of Education programmes.