Running Head: MUSIC EDUCATION AND AUTISM SPECTRUM 1

The Benefits of Music Education on

Children with Autism Spectrum Disorder

Jessica L. Patton

Bridgewater College
MUSIC EDUCATION AND AUTISM SPECTRUM 2

Abstract:

In my paper, I am discussing the benefits of Music Education on Children with Autism Spectrum

Disorder (ASD). I began my research with questions as to how I could best provide for any

future students with ASD that I may have. I wanted to know what my legal obligations were as a

teacher as well as strategies in accommodating any future ASD students. In my research I found

the answers to my questions through a few articles by both music educators and non-music

educators. They each had citations of their own and were credible sources from scholarly

journals or papers. I plan on using the knowledge I gained from this research in my future

encounters as a music educator. Knowing more about ASD will help me because it is fairly

common a disorder that knows no boundaries.

Keywords: Autism Spectrum, Music Education

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The Benefits of Music Education on

Children with Autism Spectrum Disorder

Diversity is a broad term that spans many categories. For a teacher, this is a complex

aspect to their classroom that they face at least once in their teaching career, if not every day.

This is just how the society is: diverse. Understanding the complexities of students inside the

classroom is an important part of being a multicultural educator. With that being said, students

with disabilities span every color, class, and gender. For my topic I choose to discuss the benefits

of Music Education on students with Autism Spectrum Disorder (ASD). This includes a full

inclusive as well as inclusive classroom environment. This topic interested me because I have

already known that there are benefits of a music education on students with disability and I

wanted to know more specifically of those benefits on students with autism spectrum disorder. I

know from researching this that it will help me become the best multicultural educator I can be

because this disability knows no boundaries. It can be mild to where it is hardly noticeable or

crippling to where a child needs around the clock care. I hope that researching this will help me

understand and accommodate any of my future students with ASD as well as my other students.

In my research, I began with understanding the legal implications on music educators in

compliance with the Individuals with Disabilities Act (IDEA). I learned about the principle of

Zero Reject, which according to Hammel and Hourigan (2011) means in compliance with

federal law, students must have equal access to all aspects of the curriculum, including music

education programs. Therefore, if a functioning student with ASD wants to join band, a music

educator has to accommodate them to the absolute best of their ability. This includes using

special educators as resources as well as attending the students IEP meetings. As stated by

Hammel and Hourigan (2011), Constant contact with the primary classroom teacher and/or a
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special educator will ensure open communication and collaboration among all teachers in

assisting a child with special needs. As a teacher, using resources is crucial to giving any student

the quality education that they deserve.

As for the basis of my research, I looked at the benefits on children with autism in a

music classroom. According to Darrow (2009), the music classroom can highlight their abilities

rather than their disability, actively involve them in the subject matter, improve their musical

skills, and develop their social relationships with peers. All of these are important to children

with ASD, especially developing the social skills that the disorder makes it difficult to build. As

Darrow (2014) suggests, structuring repertoire choices so that students with and without

disabilities [such as ASD] perform together is an easy way to help students with ASD interact

with the normal social skills. Participating in music ensembles forces interaction between peers

through teamwork.

Furthermore, in a study by Simpson and Keen (2010), they found preliminary evidence

that three children with an Autism Spectrum Disorder displaying low level verbal comprehension

skills were able to learn to receptively label symbols by embedding the animal names and

symbols in an interactive song. Although this was a small study, it presents the idea that

learning music can help a child, ASD or not, learn other subjects such as English or Science or

Math.

In my last part of my research, I looked for strategies in accommodating students with

ASD in my future classroom. My personal favorite strategy, according to Clements-Corts

(2012), is to educate other students about ASD so they can understand and help classmates. As

a music educator, I will have a larger classroom than most other classrooms. Because of this, I

cannot keep my eye on every single student. I know that educating my students about ASD will
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benefit not only my students with ASD, but myself and my other students. The classroom will go

much smoother if we all have an understanding of one another. Along these lines, Clements-

Corts (2012) suggests that the students create a "circle of friends" support network within the

class. This will not only help the students with ASD build social skills, they will also feel safer

and more comfortable in the classroom amongst their peers. Having a safe and supportive

learning environment is crucial to success in the classroom for any student.

In conclusion, I have learned through my research that Autism Spectrum Disorder can be

easily accommodated in a music classroom. I have learned that as a music educator, I am

required to accommodate my students to the best of my ability, this includes attending outside

meetings with special education teachers and IEP meetings. I know that music can have serious

benefits for a child with ASD, such as improved social skills because of the team building nature

of a music classroom environment. Furthermore, I have learned a few strategies for including

ASD students in the music classroom. I know that researching this will have helped me become a

better teacher, not just for my ASD students, but for all of my students. Being educated in the

subject myself gives me the chance to educate my future students. Educating students about

disabilities is the first step toward acceptance and understanding. Doing this will make the

learning environment more successful and allow every student to succeed. This is not only my

goal as a music educator, but as a multicultural educator.

Word count: 1183

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References

Clements-Corts, A. (2012). Designing an Inclusive Music Classroom for Students with Autism

and Autism Spectrum Disorders. Canadian Music Educator / Musician Educateur Au

Canada, 53(3), 35-37.

Darrow, A. (2009). Adapting for Students With Autism. General Music Today, 22(2), 24-26.

Darrow, A. (2014). Promoting Social and Emotional Growth of Students with

Disabilities. General Music Today, 28(1), 29-32. doi:10.1177/1048371314541955

Hammel, A., & Hourigan, R. (2011). The Fundamentals of Special Education Policy:

Implications for Music Teachers and Music Teacher Education. Arts Education Policy

Review, 112(4), 174-179. doi:10.1080/10632913.2011.592463

Simpson, K., & Keen, D. (2010). Teaching Young Children with Autism Graphic Symbols

Embedded Within an Interactive Song. Journal Of Developmental & Physical

Disabilities, 22(2), 165-177. doi:10.1007/s10882-009-9173-5