ABSTRACT
This chapter focuses on general issues about mainstream teachers' skills and pedagogy, balanced against the perceived needs of their students. It discusses the context that relates to both classroom music lessons and instrumental tuition provided by and within the school. It also explores the experiences of music tuition outside schools. The chapter explains the ideas of various stakeholders in the educational process, including those who work in special schools, and look too, at what our interviewees considered good and bad practice in relation to pedagogy. Writing of the overall educational and social support mechanisms in the UK, Clifton (2005) has argued that progress will arise through 'understanding the time needed to absorb and process information as a visually impaired person'. 'Time' threads in and out of many aspects of visually impaired music-making, in ways that are different for sighted musicians.
