Music is an integral part of every person’slife. Scientific research hasshown the effectiveness of
music in medical-rehabilitation contexts to the extent that it is considered, for some categories
of people (disabled,socio-cultural, elderly), forthe exclusive use of the psychotherapeutic field.
The purpose of this review is to demonstrate the importance that music has also in the educa-
tional and didactic field to “exploit” its peculiarities, “beyond” the therapeutic component to
include the many different contexts of life. Among these,the “digital environments” make music
the protagonist of a “world 2.0”, within which, starting from the strengths of the differentiated
Method of Maria Montessori, it is possible to create a union between pedagogy and musical
education.
The last section deals with deafness and music as a specimen, highlighting how theoretical and
empirical research on thistopic has dealt with it from a threefold perspective: on the one hand,
music asrehabilitation therapy for deaf people; on the other, music’s contribution in the overall
education of the deaf; finally, music as entertainment and its enjoyment as an expression of
quality free time for deaf people