(Dis)Ableness and Inclusive Cities: Negotiating Practice-led Action Research in Music and Art with Disabled People in Lagos, Nigeria

Abstract

This paper presents a practice-led action research project examining the impact of music and art therapy on the emotional and social well-being of children with disabilities in Lagos, Nigeria. The study was conducted at the Modupe Cole Memorial Children’s Home School and involved sixty children aged 5 to 18 with a range of physical, intellectual, and sensory disabilities. Through a series of structured weekly sessions in music and visual arts, the study sought to explore how creative interventions could foster emotional expression, social inclusion, and personal confidence among children traditionally marginalised in educational and therapeutic systems. Drawing on Michael Bakan’s theoretical framework on neurodiversity and inclusive musical communities, the research integrated culturally relevant musical activities—such as drumming, singing, and rhythm exercises—with adaptive visual art practices including painting, tie-dye, and “colour your feelings” exercises. Data were collected through facilitator journals, direct observation, and interviews with educators and caregivers. Findings reveal that many participants demonstrated increased emotional expression, reduced anxiety, improved peer interaction, and engagement in ways not previously observed within conventional academic routines. Several children also revealed previously undiscovered artistic talents, highlighting the value of alternative modalities in uncovering latent abilities. Despite these successes, the study identified systemic challenges, including inadequate resources, lack of trained arts therapists, and institutional constraints on time and scheduling. Nevertheless, staff and caregivers reported positive behavioural shifts and expressed strong support for integrating such activities into the routine curriculum. The study concludes that low-cost, culturally grounded arts interventions offer significant psychosocial benefits and can serve as effective tools for advancing inclusive education in low-resource settings. It calls for targeted policy implementation, enhanced teacher training, provision of adaptive materials, and broader research investment in arts-based approaches to disability support within African educational contexts.