This study aims to eliminate the current deficiency in the use of music in the field of special education, to increase musical activities in special education, and to present an accreditation model proposal to increase the skills of institutions, educators, and students. The research was designed with a grounded theory study pattern, one of the qualitative research methods. Data for the research were collected examining the necessary documents, and through semi-structured interviews with experts in both the field of special education and music. As a result of the interviews, it was concluded that music was used as both a goal and a tool in the education of individuals receiving special education and that different skills were developed through rhythm, melody, and lyrics. It has been revealed that individuals' body coordination skills are improved through the rhythm in music, self-care skills are improved through melodies and lyrics, and behavioral disorders are corrected through rhythm, melodies, and lyrics. All these results led to the emergence of an accreditation model proposal to develop and rehabilitate individuals receiving special education through music.
Keywords: dancing to music; grounded theory; rhythm; sing.