Music therapy in the school context: a case study with Autism Spectrum Disorder

Authors

  • José Salvador Blasco Magraner Universitat de València
  • G. Bernabé Valero Universidad Católica de Valencia

DOI:

https://doi.org/10.7203/LEEME.37.9875

Keywords:

Music Therapy, Special Educational Needs, Intellectual Disability, Autism Spectrum Disorder, School Context.

Abstract

Music therapy is a useful discipline in the prevention and treatment of many disorders. The positive attitude shown by children towards music and related activities make this a tool that could be introduced in school or educational contexts, especially among children with special educational needs. Musical activities allow for the recovery and strengthening of self-esteem and personality, the integration of the body scheme, learning literacy and the acquisition of fundamental concepts. Similarly, music opens new channels of communication, promoting integration and socialization as relevant aspects in the development of human beings. In this article a complete intervention with music therapy is described, carried out by a qualified music therapist for nine months in a public school in the metropolitan area of Valencia. The patient was an eleven-year old boy diagnosed with autism spectrum disorder and intellectual disability.

Author Biographies

José Salvador Blasco Magraner, Universitat de València

Dpt. Didàctica de l'Expressió Musical, Plàstica i Corporal

G. Bernabé Valero, Universidad Católica de Valencia

Departamento de Psicología Evolutiva

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Published

2017-02-22

Issue

No. 37 (2016): Electronic Journal of Music in Education

Section

Artículos

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