![]() Thematic analysis of the data informed understanding of the disadvantages facing participants, their experience of the workshop program and its immediate and wider social outcomes, as well as suggesting key mechanisms for effects. Interviews were conducted at multiple time points with music and resource center staff as well as participants and members of their families and other center users researchers also observed all workshops, taking field notes. Their learning difficulties ranged from mild to profound, and their levels of independence ranged from requiring constant one-to-one care to living alone in sheltered accommodation. Thirty-seven adult service users (12 female, 25 male) took part in weekly music workshops for 10 weeks. This paper reports on a qualitative study investigating a community music intervention for such a population. There is evidence that music interventions can offer opportunities for creative, psychological, and social developments for individuals with mild to profound learning disabilities, addressing the disadvantages they face in respect of social outcomes. Reid School of Music, Edinburgh College of Art, University of Edinburgh, Edinburgh, United Kingdom.
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