Music therapists work in partnership with students, their caregivers and all service providers to support the student’s abilities, preferences and needs. Music therapy interactions may focus on:
increasing communication skills
Improving social skills
Emotional skills promoting confidence and independent choices
Providing motor/sensory experiences
Reinforcing academic/cognitive functioning
Music skill development
Promoting full inclusion in public music performances
The music therapy intervention plan is based on assessment outcomes that target specific goals and integrate evidence-based strategies through techniques such as singing/vocalizations; instrument play; movement/dance; music improvisation; songwriting/composition; music listening; computer-based music activities; adapted instruction.
Music therapy interventions can address development in cognitive, behavioral, physical, emotional, and social skills and can also facilitate development in communication and sensorimotor skills. Music therapy can be an integral component in helping the child with special needs attain educational goals identified by his/her IEP team. In schools, music therapy is a related service which is federally funded through the Individuals with Disabilities Education Act (IDEA) Part B & Part C.
Other contract work within schools can include:
Classroom music in a consultant capacity to support a special education classroom teacher to incorporate music into their academic curriculum.
Individual or group sessions for emotional expression and support for mental health, particularly in the area of anxiety.
Inclusive singing and performance opportunities through a singing and signing chorus that is open for all students to share.
“Music is a connection that goes beyond words. Our students with Autism / Special Needs respond to Music Therapy in a way that no other support service alone can provide - Building and reinforcing communication, social skills and academic goals. I have watched nonverbal students find a way to communicate their preferences due to the motivation of music and instruments. I have watched physically aggressive students calm to music. I have seen withdrawn students make eye contact and interact with their peers through a song. Incorporating Music Therapy into schools is an amazing resource and should be sought to be included in our students’ IEPs. I highly recommend Kath and the team at CNY Music Therapy!”
Teacher of Special Education (32years)
“We both feel that he has become more extrovert and outgoing. He is using a lot more words and is able to express himself better. Since starting the music therapy sessions he can initiate conversation more in turn - this allows Jude to express himself better - this has helped his behaviour.”
- Parent of Jude (age 5)
“Almost all children respond to music. Music is an open-sesame, and if you can use it carefully and appropriately, you can reach into that child’s potential for development.”
- Dr.Clive Robbins (co-founder of Nordoff Robbins music therapy clinic and training.)