BCU publishes evaluation into musical inclusion for children with physical disabilities

​Findings of an evaluation into how physical disability is identified, responded to, and supported within The OHMI Trust’s Whole Class Ensemble Teaching (WCET) programme, have been published by the Birmingham Music Education Research Group (B-MERG) at Birmingham City University (Kinsella, V. Booth, N. Anderson, A. Whittaker, A. (2026) OHMI Reveal Evaluation. Birmingham City University)).
 
Despite clear national policy commitments to equitable access, physical disability remains one of the most under-identified and least addressed dimensions of
inclusion in WCET. The BCU evaluation was commissioned as part of an Arts Council England funded project to enhance understanding of barriers to musical participation and to develop equitable pathways for children with physical disabilities. In particular, it examines the effectiveness of OHMI Reveal – a digital platform created by music disability charity, The OHMI Trust to help schools and Music Hubs systematically identify children who may benefit from adaptations or alternative approaches within WCET.
 
The report drew on mixed-methods evidence from nine participating Music
Hubs, including analysis of OHMI Reveal data, focus groups with music teachers
and Inclusion Leads, school case studies, and interviews with young people.
 
The evaluation found that the OHMI Reveal system enables earlier identification of physical access needs and that it supports equitable access to instrumental learning, with feedback from the nine Music Hubs evidencing that the system is robust and transferable. Giving Music Hubs early sight of pupils’ needs means they can plan for adaptation rather than respond reactively once teaching is underway. However, structural misalignment across school, hub, and funding timelines means identified needs do not consistently translate into timely assessment and adaptation.
 
Birmingham City University Professor Victoria Kinsella said: “OHMI Reveal’s effectiveness depends on professional judgement, relational knowledge, and pedagogical expertise. The Teachers and Inclusion Leads we interviewed described how nuanced, task-specific physical and sensory needs often emerge only through music-making itself and require interpretation, dialogue, and adaptation beyond what can be captured through survey data. It’s critical, therefore, that specialist expertise within Music Hubs is maintained, with peer-led professional learning fully supported.”
 
OHMI General Manager Rachel Wolffsohn said: “It’s reassuring to know that the B-MERG findings affirm our view that OHMI Reveal has reached a level of maturity where its core principles, structure, and use are transferable beyond the current cohort of Music Hubs. As a small charity, this is not work that we can do alone – we need the support of partners within Music Hubs, schools and policy makers who are committed to consigning to the history books any barrier to music-making that disabled children might face.
 
“We fully agree with the findings of the evaluation that OHMI’s remit is not to deliver WCET or to assess pupils directly but to put in place mechanisms that others can easily adopt. If we are to collectively implement this proven approach across all Music Hubs in the country, it will take both additional resources and funding.”

The OHMI Reveal Evaluation can be accessed here.