The integration of music and its influence on the inclusion of autistic children in educational activities of preschool institutions (original) (raw)
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Rast müzikoloji dergisi, 2024
The use of music helps with autism as in: the development of language and communication, cognitive, emotional skills. Music as a tool should be used in schools so that teachers and assistants incorporate music to improve communication skills. The purpose of this study is to obtain the views and practices of teachers and assistants on how music affects the development of language and communication in students diagnosed with autism. This research was carried out with 6 teachers and 6 assistants of autistic students of elementary schools, grades (1-5), with the aim of including music in the development of communication. The research methodology is oriented to the review of local and international literature that deals deeply with this topic and with the use of semi-structured interviews with teachers and assistants of elementary schools in Kosovo. After carrying out the research, obtained satisfactory results that argue our topic that music is a tool that develops communication in students with autism. Although teachers and assistants encounter some challenges during the teaching process, they still apply comprehensive practices, methods and new contemporary strategies by applying music as a tool that helps develop language and speech in autistic students.The recommendations in this study are addressed to relevant institutions that aim to support the work of teachers and assistants and the improvement of practices related to the development of language and communication through music in the framework of primary education.
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.
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.
Music and Social Skills for Young Children with Autism: A Survey of Early Childhood Educators
International Journal of Educational Research Review, 2020
Children with autism may have difficulties in communicating with others, developing social relationships and maintaining emotional reciprocity. Children’s active involvement with musical activities may create the conditions for enhanced moments of learning and communication and it may promote children’s sensory-motor abilities and their cognitive and emotional skills. The aim of this study was to investigate the views of early childhood educators on the use of music as a tool for enhancing students’ with autism social skills. Participants were 94 early childhood educators, working at Greek public schools. The results were positive regarding the participants’ views on the use of music as an important, instructional tool in the classroom that holds the potential to promote social and emotional growth of young children with autism. Implication of the study pinpoint to additional research on the topic and to professional development of early childhood educators on the use of music.
Music & Science, 2021
Some autistic children display an intuitive capacity to reproduce and restyle the musical stimuli that they encounter in their environments. Music also offers a safe space for the development of social competencies and, across the spectrum, musical interventions are regarded as an effective way of promoting engagement with others. Yet, there is a lack of empirically researched music programs for parents and carers of children with autism. In this study, 11 families with autistic children incorporated music making into everyday life, supported by researcher-practitioners and framed by resources outlining musical activities based on the Sounds of Intent in the Early Years framework. Assessment of video data and interviews revealed that the new resources were flexible enough to be adapted to each child and they helped parents to build confidence to engage with their children musically. It was found that children had an increased interest and engagement in music as well as in joint play...
Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion - DSAI 2018, 2018
Despite the existence of extensive literature on the benefits of either technology or music in children with autism and intellectual disabilities (ID), research studies exploring the impact of interventions combining the two are scant. This paper presents a collaborative multidisciplinary approach between school staff, university researchers and a business in their development of a technology-mediated music-making system (i.e. the Cosmo units) that aims to improve the quality of life of the former population. Data were collected via observations of individual pupils and focus group interviews with the school staff. The results, discussed in the light of relevant literature, incorporate both the changes applied to the Cosmo system and the benefits for school staff, university researchers and the business through being part of this participatory project.
Enabling young children with autism through musical engagement - a music educator's toolkit
Sound Connections is a leader in research and advocacy for the music education sector in London. London Early Years Music Network (LEYMN) aims to promote and develop best practice in music education for the Early Years. It also supports and facilitates research in the early years music sector, in order to build evidence of the power of music in reaching young children. This action research is part of this work.
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.
Music Therapy with Autistic Children
2013
ABSTRACT: The aim of the researchers identified if there are alternative methods in treating children with autism. Children diagnosed with autism are currently under special schools with a different type of curriculum. Many methods have been used by psychologists and psychiatrists to treat children diagnosed with autism. Children with mental or physical disabilities have been isolated in the common educational environment. The focus of this study was to try to help and enhance methods that may, in return, aide in the rehabilitation and treatment of children with mental and physical disabilities, specifically children with autism.