The development of music education continues to progress from past to present. The instruments used and approaches to music have also been affected by the innovations brought about by this progress. Instrument training, an important step in music, is among the essentials of the process. However, physical problems prevent instrument performance and there are not enough studies on this subject. It is a fact that music education is not exclusive to a community or individuals with certain criteria and that all individuals have equal rights to education. Like all members of society, individuals with disabilities have the right to receive instrumental education. In this study, approaches to the finger numbers used by individuals with physiological disorders in violin education (performance) are proposed. In the context of these approaches, improving the violin playing skills of individuals who do not have one or more of their fingers, or who have dysfunctional fingers or who have the use of at least one finger, will help to improve the musical development of individuals and to fulfill some of the missing points in the educational music of our country. In line with the purpose of the study, alternative finger numbers for the first, second and third positions on the violin were written and suggestions were presented to be a source for future studies in the field in order to make way for the inclusion of individuals with physiological disorders in the violin education process. Three expert violin instructors were consulted and as a result, the finger numbers were found to be functional. Since the study is the first among the violin education resources, it is believed that it will be a source in the relevant literature.

Violin, missing finger, unusable finger, violin teaching.