3. Music is very important in the life of a blind child, both as a therapy ( emotional balance ) and also as a possible form of future professional orientation. Blind children listen to a lot of music and learn spontaneously, without coercion, dozens of songs. Blind student have outstanding musical skills (rhythm, auditory perception, voice playback, auditory memory, perfect hearing, musical creativity).

4. Music is beneficial for:
significant increase in the qualitative level of communication;
enriching nonverbal communication;
manifestation of desire and pleasure to communicate;
progress in establishing social relationships;
increased self-confidence;
decreasing and even resolving anxiety.

5. Celebration at the end of the first grade.
The first festival, first class
Celebration at the end of the first grade.

6. The first guitar sounds.

7. Kids create spontan rytms lisening a song

8. All started as a game

9. Although all started as a game, and it can be said that is the way it continuous, because it can be considered that the technique of learning through play is one of the most effective ways, keeping alive the enthusiasm and joy of learning more and more elements - results and responses of children were more than encouraging, downright exciting for teachers and parents.

10. Developing a sense of rhythm leads to better timing, coordinating their movements by interventions of the other tools, and the ability to meet time and measures of a song, qualities that are needed to study any other instrument and even vocal interpretation!
Starting with the Spring of 2012, our School for the Visually Impaired has been host for weekly volunteer activities that target acquiring techniques to use Bongo drums as accompaniment to songs and play guitar rhythms.

11. The activities are aimed, on the one hand, at improving the sense of rhythm, achieving good synchronization at group level (8 pupils in Year 2 A), practicing the melodic sense, and on the other hand, multisensory stimulation, more specifically of the tactile- kinesthetic and auditory senses, as well as harmonizing relationships with the others at the personality level (e.g. building self-confidence, initiative, creativity, communication, collaboration etc.).

12. Engaging blind children to work with instruments of percussion seemed at first not necessarily easier, but rather a more manageable approach, because during the song there is no need for the students to make heavy use of spatial orientation, since the percussion instrument is fixed in one place and for beginners it is just the hand-beating technique which needs to be acquired, while only at later stages will they develop: a sense of rhythm, the ability to maintain the steady pace throughout the song, while synchronizing with other instruments and even simultaneous intercalation of two rhythms.

13. If at first only two children managed to keep steady pace, thereafter, all students have achieved this, and even more than that, they were discovering themselves, arrange, orchestrate and compose the songs. Thus, without the compulsion to repeat a theme necessarily imposed, giving them greater freedom, it allowed their own creativity to express.

14. Benefits :
Learning to play an instrument, enjoying yourself, playing, learning through play and joy;
Music can be a bridge for better cooperation between school, family and society: all for the benefit of visually impaired students.

15. Taking into account that the career choices of visually impaired persons are dramatically reduced, discovering and stimulating the musical skills of these children can bring both material and spiritual benefits to society as a whole: instrumentalists and musicians of high quality, optimal integration of the visually impaired in society, as well as a global change in the attitude of society towards people with disabilities.