Case studies of music students with autistic spectrum disorders

Choi, Minjoon, Choi, Serene Hyun-Jin and Nieminen, Timo A. (2004). Case studies of music students with autistic spectrum disorders. In: , Proceedings of: 2004 Hawaii International Conference on Education. 2004 Hawaii International Conference on Education, Honolulu, Hawaii, (748-756). 3-6 January 2004.

 
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Author(s) Choi, Minjoon
Choi, Serene Hyun-Jin
Nieminen, Timo A.
Title of paper Case studies of music students with autistic spectrum disorders
Conference name 2004 Hawaii International Conference on Education
Conference location Honolulu, Hawaii
Conference dates 3-6 January 2004
Proceedings title Proceedings of: 2004 Hawaii International Conference on Education
Place published Honolulu, Hawaii
Publisher Hawaii International Conference on Education
Publication date 2004
Year available 2004
Start page 748
End page 756
Total pages 9
Language eng
Abstract/Summary Music education is seen as a useful and worthwhile activity, even for students who have no intention of pursuing careers or advanced studies in music or performance. Therefore, music education should also be regarded as a worthwhile component of special education curricula. In fact, in a special education context, music education is perhaps even more important - if the course extends to group performance and especially to public performance, the students gain an invaluable opportunity to partake in goal-oriented group activites, cooperative behavior, and socially appropriate public self-expression. This is especially the case for students with autistic spectrum disorders, who typically show deficits in social understanding and interaction with others, with consequent difficulty in attaining group objectives. We report our experience with four students with autistic spectrum disorders consituting a musical quartet working together towards a successful stage performance. We present detailed case studies of three of them. Through individual and group sessions, the students gained not only musicianship, but also the above-mentioned benefits. Their success in this endeavor is especially significant in view of the social and cooperative problems experienced by children with autism. This program was a very positive experience for the children involved, who gained a great deal of self-confidence, real musical ability, and a valuable opportunity for social interaction. We believe that the techniques employed in the course of this project will also be successful with other suitable students, and hope that other educators will be able to make use of these methods in the interests if improved quality of life and improved social adaptation for the participating students. The techniques are largely those of conventional music teaching, and teachers for such a program should be first and foremost music teachers, rather than special education teachers. Given that skilled music teachers are not common in special schools, such teachers are likely to come from regular schools. In fact, music programs such as the one we present here are ideal candidates for successful education programs in inclusive education of children with disabilities. Most music teachers with experience teaching young children with no prior music education should have the basic skills required for the implementation of such programs. However, students with autistic spectrum disorders generally display less adaptability than typically developing students, and the teacher is likely to need to adapt the teaching program to the individual student to a much greater extent than usual. Therefore, we present detailed case studies of three members of the above-mentioned quartet. We discuss first the general features of the teaching program to provide appropriate context, and then focus on the tailoring of the program and particular teaching techniques to individual needs and circumstances of the students involved.
Subjects 330108 Special Education
410101 Music
Keyword(s) autistic spectrum disorders
autism
music education
special education
child development
 
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