<p>The <i>Extra-Ordinary Music Camp</i> is a research project whose objectives are: (1) to offer an inclusive environment for musical creation adapted for extra-ordinary youths, and (2) to study how participatory, informal, inclusive, and adaptive musical creation activities impact extra-ordinary youths’ communication and social interaction abilities. The present article addresses adaptations made to the project following the arrival of the COVID-19 pandemic, which disrupted the originally planned activities. Using viewpoints from four undergraduate and graduate student facilitators who served as session leaders and researchers on the project, the <i>Extra-Ordinary Music Camp’s</i> evolution from an in-person to a remote research project will be described. First, the initial study design is introduced. Then, we detail the ways the project was adapted online as a consequence of the COVID-19 pandemic: we present the adaptations made to musical training (pedagogical plan), research tools, and modalities of collaboration between team members. Finally, certain preliminary results are presented and contextualized in light of these significant adaptations to the organizational, scientific, and pedagogical plans.<br></p>

Quel est l’apport de l’éducation musicale auprès d’enfants qui éprouvent des difficultés langagières ? En référence à la littérature scientifique, apprendre par la musique contribue à prévenir certaines difficultés d’apprentissage ou à y remédier. Par ailleurs, les activités proposées s’avèrent des moyens d’interventions éprouvés pour soutenir le développement de la conscience phonologique et les habiletés de lecture. Il reste que la musique est une avenue de choix pour tous les enfants d’autant qu’apprendre par le plaisir est toujours une stratégie gagnante.