This paper presents a project implemented in a middle school of the district of Porto, in Portugal, and where the Music Therapist acted as a systematic advisor for the Music Teacher of a 8^th grade class, which included several students with profound disabilities, in the development of activities directed to the group while respecting individual needs and profiles.  In this sense, the Music Therapist is presented as a resource that confluences knowledge and skills in the therapeutic, musical and educational domains, which can be used to promote the adjustment of the cultural, social, cognitive and behavioural diversity of the students and their teachers to the classroom, the school and their social environment. Therefore, we consider that, additionally to the direct work with specific students, Music Therapists can be important assets to the development of the school system. Their action is even more important if we consider that art, in general, promotes the physical, cognitive, emotional and creative development of the individual and that music, in particular, is crucial in the school curriculum of every student because it allows them to communicate and express in a non-verbal, artistic and intuitive manner (Fox & Schirrmacher, 2011).

This project intended to associate the three elements mentioned above, inclusion, music and music therapy, and steamed from the practical experience of one of the authors as Music Therapist in the Support Units to Students with Profound Disabilities in the regular education schools. It was observed, during that experience, that the students of the Units showed an active and participative role in the individualized sessions of Music Therapy while keeping an inactive and non-participative role in the regular education Music classes. The main goal was, therefore, to assist the Music Teacher to actively include these students with profound disabilities in the general education Music classes. In this process, the Music Therapist developed two main strategies: a) prepared each session with the Music Teacher and other educational staff, taking into consideration the general goals for the class, and the specific goals for each students, according to their needs and profile; b) modelled strategies and actions with the students, in a first phase, and assisted the Music Teacher in the implementation of such strategies in a second phase. The specific goals to be attained in the classes were: a) to promote the active participation of the students with profound disabilities in the Music classes; b) to improve the quality of the relations between students with and without disabilities; c) to create equitable learning opportunities for all students in the Music classes, respecting the general curriculum and its specific adaptations for each students.

Fox, J., & Schirrmacher, R. (2011). Art and creative development for young children. Cengage Learning. Bogdan, R., & Biklen, S. (1991). Investigação Qualitativa em Educação: Uma introdução À teoria e aos métodos. Porto Editora.