Music Therapy: A Pedagogical Alternative for ASD and ID Students in Regular Classrooms

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Author(s): María Luisa Montánchez Torres (University of Valencia, Spain)and Verónica Juárez Ramos (University of Granada, Spain)
Copyright: 2018
Pages: 23
Source title: Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice
Source Author(s)/Editor(s): Pam L. Epler (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-3111-1.ch008

Keywords: Education / Information Science Reference / K-12 Education / Special Education

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Abstract

The use of music as a therapeutic discipline has become well established in schools over the course of many years. Music therapy has very positive, therapeutic results on children with any type of special educational need but in particular students with autism spectrum disorder (ASD) and intellectual disabilities (IDs). This chapter looks at inclusive education and research-based instructional strategies within the realm of music as a pedagogical alternative when working with students with ASD and IDs in the general education classroom. The chapter presents two case studies—one involving a student with ASD and another involving a student with an ID. Solutions and recommendations on further implementation and research of music therapy in inclusive classroom settings are provided.

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Music Therapy: A Pedagogical Alternative for ASD and ID Students in Regular Classrooms

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