According to previous research related to children with developmental difficulties, it is clear that such children are more involved in all the activities provided by teaching and school. They have an equal right to actively participate in all educational activities, just like other students, but with the individualization of content and teaching methods tailored to their abilities, capabilities, and preferences. Today, children have various opportunities to learn about music through different musical activities, music workshops, and similar. Music has become an integral part of everyday life, and because of its benefits for individuals and their functioning in society, quality music education should be equally accessible to everyone. Ingenuity is an activity that provides us with new and original products. In addition to originality, ingenuity also involves creativity, fluency, and flexibility. Through independent creative work, we encourage students to create something new and unique. The ingenuity through which we learn about and become familiar with music is called musical ingenuity. In musical ingenuity, we encourage children to express themselves creatively and independently through music. Musical ingenuity in children appears very early, so it is essential to properly guide, develop, and refine it over time. Along with musical ingenuity, we will also explore ingenuity through movement and dance. Movement and dance belong to the domain of non-verbal communication and can be extremely useful in the development of children with difficulties, significantly helping them to push personal boundaries. This thesis will present research aimed at examining teachers' opinions on musical ingenuity activities and ingenuity through movement and dance when working with students with developmental difficulties.