(2021) Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder (original) (raw)
Related papers
The Use of Music as an Instructional Tool by Teachers Working with Students with Autism
The present study is examining the use of music by teachers of students in the Autism Spectrum as an instructional tool in the classroom. In order to explore teachers’ routines concerning the use of music, two days of classroom observation were held, followed by five teacher interviews. The participants were working in special schools in the area of Bristol in the UK. The findings suggest that music is mainly used when transitioning from one activity to the other, as well as during group sessions. Music was used in order to teach different subjects to students with autism, as teachers believed that they are more understandable when taught through music. It was also found that music relaxes students with autism and calms them down. Moreover, it was found that it is of high importance for music to be implemented as a part of the daily routines when working with students with Autism Spectrum Disorders. Additionally, teachers were asked about their beliefs concerning the generalization of the positive outcomes that music might have in other contexts and times of the day. It was found that this is a rather complex issue, as they felt that under certain circumstances it would be possible, while is some other it might be quite challenging. Nevertheless, it was supported that such transfer would be helpful. In addition to the above, the present study also identified some challenges in the use of music with individuals with autism. Those refer to common ideas between the teachers that suggest that music might sometimes be a barrier, as, when it stops or when the students do not like the song, they might get upset. The present study also acknowledges some limitations of the research undertaken. Ideas for future research are discussed, in order for the above issues to be explored further.
2017
As the population of school-aged children on the autism spectrum continues to grow, music teachers require new tools to assess the music learning, knowledge, and skills of children with autism. Similarly, music teacher educators and supervisors require new forms of assessment in order to assess music teaching with students with autism. This presentation will feature two layers of assessments: A. Assessments of student work/performances by children on the autism spectrum, to be used by music educators, and B. Assessments of pre-service and in-service music educators, to be used by music teacher educators and supervisors. Effective assessment of the music learning of students with autism calls on the practices, strategies, and approaches of effective assessment. By magnifying, deepening, broadening, and further personalizing them, music educators can gain a deeper understanding of what their students with autism know and can do in the music classroom and ensemble. ____________________
String Teachers' Perceptions of Inclusion of Students with Autism in Classroom Settings
2017
The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. iii ACKNOWLEDGMENTS I do not think there are enough kind words for me to adequately express my love and appreciation to the many people who have helped me get to this point in my life. On fear of accidently leaving someone out, I would simply like to extend my heartfelt and sincere gratitude to my friends, family, and colleagues who have helped and encouraged me throughout the many stages of my journey. I am so very grateful for each of you. They say, "It takes a village…", and I really believe I have one of the best villages anyone could ask for. However, none of this would have been possible without the help and support of my tremendous teachers. Dr. Rebecca MacLeod, thank you for preparing me so well at UNC Greensboro, and for encouraging me to pursue this degree at FSU. I would also like to specifically thank the members of my committee. To Dr. Alex Jiménez, thank you for helping me continue to grow as a musician and educator. To Dr. Kimberly VanWeelden, thank you for all of your insight and guidance as I continue to grow as a baby researcher! Thank you, Dr. Clifford Madsen, for your wisdom and support during this degree. Finally, I would like to acknowledge Dr. Kasia Bugaj for being an incredible mentor through this entire process. I am so grateful to have had the opportunity to work with you during my time at Florida State. iv
Music and children with autism spectrum disorder: A case study
Journal of Educational Sciences, 2024
Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.
2020
Opportunities for meaningful community participation may influence the development and well-being of individuals with autism spectrum disorder (ASD) and their families as well as impact how community members perceive and understand ASD. In the current study, we aimed to understand how a parent-child integrated music class program could be used to promote community participation and family well-being. Caregivers of preschoolers (2-5 years of age) with ASD and those of peer children with typical development were interviewed about their participation in a parent-child integrated music class program. Thematic analysis of interviews revealed that all caregivers viewed program participation as positive. Caregivers emphasized increasing connections within families, such as through strengthening parent-child bonds, as well as connections across families, including increased understanding of ASD and sensitivity to the experience of parenting. Many caregivers perceived the class as supporting...
Conservatory education of a musical savant with autism: a case study in Turkey
Advances in Autism, 2019
Purpose Savant syndrome, a very rare condition in the world, refers to individuals who have extraordinary talents but might have disabilities that prevent them from maintaining their life. The purpose of this paper is to investigate the views of conservatory instructors about the education of Buğra Çankır (BC), a musical savant with autism. Design/methodology/approach As it was difficult to communicate with BC and elicit his views, interviews were conducted with his teachers, who had similar experiences in his music education process. The participants were six instructors who worked as full-time instructors in the conservatory. The participants were administered a semi-structured focus group interview form that described the difficulties, experiences, perceptions and feelings they had in their interactions with BC. Data obtained from the study were subjected to content analysis methods performed by the researchers; analysis involved identification of the codes and themes and formati...
The Perspectives of Educators About Using Music with Students with Disabilities
المجلة العلمیة لجمعیة امسیا – التربیة عن طریق الفن, 2019
The goal of this study was to explore the need of using music with students with disabilities to improve their skills. In order to address the issue of lack of research about music education in Kuwait for students with disabilities, the current study proposed to investigate teacher perceptions on two major questions: (a) How is music education used with students with disabilities in elementary classrooms and (b) What are the perceptions of teachers toward using music education with students with disability in elementary classrooms? This study was significant for two reasons. First, the current literature regarding music programs for students with disabilities in the regular classrooms in Kuwait's schools was lacking in providing enough information for researchers and educators to build on. Second, there was a severe need to improve the current programs to increase the performance of students with disabilities in regular classrooms. There were three participants in this study. One special education teacher and two music teachers from different Kuwaiti schools were interviewed about using music with students with disabilities in the classroom. Results showed that all the participants had a positive impression about using music with special needs and felt that music was very helpful in increasing the performance and behavior skills of students with disabilities. Participants asked to be given more information about using music and having enough musical instruments and training from the Ministry of Education in Kuwait.
The Influence of Music Education on the Academic Behavior for Preschool Children with Autism
This study combined the Holistic Music Educational Approach for Young Children (HMEAYC) and Figurenotes' music teaching methods. The venue was a nonprofit early intervention organization and private preschool. Purposive sampling was used to select six children with autism spectrum disorder (ASD) and six without ASD around the age of 40-63 months, and the course arrangement was a 40-minute class each week for 12 weeks. This study is based on ethical considerations, and all parents of children participating in the course fully understand and sign the informed consent. This study demonstrated that the Figurenotes teaching method could improve the learning habits and learning performance of without ASD children. In addition, the intervention of the HMEAYC teaching method can improve the academic behavior of both ASD and without ASD children, especially for ASD children, it has more significant benefits on learning habits.
2021
This study aims to collect data on the approaches of music integration and its influence on the inclusion of autistic children in educational activities of preschool institutions-the Kosovo case. The study includes both: a summary of the research literature of this case, and research conducted using semistructured interviews with preschool teachers employed in preschool institutions in Gjilan-Kosovo. As a sample of this study, 6 head preschool teachers and 2 support teachers who work in preschool institutions of Gjilan. The instruments used in this research are semi-structured interviews and the results that most participants support the idea that the integration of music has an influence on the inclusion of autistic children in educational activities of preschool institutions. As the results of this study imply, teachers who work in preschool institutions can use music in educational activities with the aim of the successful inclusion of children with autism in the learning process.