Review article
https://doi.org/10.15516/cje.v23i1.3915
Music Therapy in Educating Children with Developmental Disabilities
Ana Katušić
orcid.org/0000-0002-7648-131X
; Croatian Institute for Brain Research School of Medicine University of Zagreb Šalata 12, 10 000 Zagreb, Croatia
Ksenija Burić
; Croatian Music Therapists Association Srebrnjak 66, 10 000 Zagreb, Croatia
Abstract
Music therapy acts as a separate discipline in the interdisciplinary field of science and
art. Unlike music education, music therapy is aimed at developing and enhancing
non-musical skills by using music as a symbol of emotional and personal growth.
The purpose of this paper is to present an overview of the theoretical foundations
of music therapy in the field of human psychology and music pedagogy, as well as
the development of music therapy models that have arisen from these theoretical
approaches. The most commonly used music therapy models in special education are
based on improvisational music therapy techniques, which include free improvisation
therapy, creative music therapy known as the Nordoff-Robbins model, and Orff music
therapy. Improvisation in these models plays a key role during the acquisition and
promotion of skills. Using sounds, playing instruments, making music here and now,
allows for expression and exploration, and enables children to acquire skills in different
developmental domains. Finally, the paper offers an overview of the use of music
therapy in education of children with developmental disabilities, its unique features
and connections with the education through music approach, in accordance with the
set-up goals of the Individual Education Plan.
Keywords
Individual Education Plan; music therapy; improvisational models; education; children with developmental disabilities
Hrčak ID:
256408
URI
Publication date:
23.3.2021.
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