This thesis explores the approach to students with dyslexia in solfeggio classes, their integration music schools, and adaptation of teaching activities and content. Learning difficulties are defined as a heterogeneous group of disorders that manifest as significant challenges in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical skills, while dyslexia, as a specific learning difficulty, is characterized by difficulties in accurate word reading, reading speed and fluency, and reading comprehension. The need for an individualized approach and the use of methods that enable more effective acquisition of musical content for students with dyslexia is emphasized. Multisensory teaching approaches, which combine visual, auditory and kinesthetic elements, have proven effective in facilitating understanding and retention of information for students with dyslexia. A key component of successful integration is the adaptation of teaching materials and methods to the specific needs of each student. Regular assessment of student progress and the adjustment of teaching strategies based on the results of these evaluations are essential for ensuring student success. Additionally, creating a positive and supportive classroom environment, fostering student self-confidence, and collaborating with parents and professionals are of utmost importance. Through continuous professional development and teacher education, as well as provision of necessary resourses, it is possible to improve the educational process and ensure quality education for students with dyslexia in solfeggio classes. This thesis presents innovative teaching methods that can enhance educational outcomes for students with dyslexia in music education.