Music Therapy as an Elective Service within Early Childhood Intervention / Early Childhood Special Education Teams
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Authors
Sommer, Kevin
Issue Date
2008
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
The special education system within the United States has made much progress in the
past 20 years. To date, a complete and functionally appropriate intervention is by law
granted to those individuals with disabilities, birth to age 21. Music therapy services have
been utilized as one of the related services for young children in special education
(Sandall, McLean, & Smith, 2000). Music therapy services are often part of the
multidisciplinary intervention approach. Within this approach, goals and procedures are
determined with other professionals, such as classroom teachers, early intervention
specialists, and adapted physical education instructors (Humpal, 1990, 2002). This form
of therapy can address several goals associated with early childhood education such as
building individualization within the group interaction, developing communication skills
and social interaction skills, and supporting cognitive, emotional, and motor development
(Standley & Hughes, 1996).
Music therapy has emerged as an elective service within many intervention
programs across the world. This essay addresses not only the special education I early
intervention system in the U.S., but highlights music therapy as vehicle for
developmental growth in children with disabilities. An overview of the therapy program
is presented discussing many special considerations specific to children .with disabilities.
Lastly, music therapy is presented within the framework of an interdisciplinary
intervention program, which calls for collaboration and full disclosure between the
involved specialists.
Description
vi, 53 p.
Citation
Publisher
License
U.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder. All rights reserved.