Autism Spectrum Disorder (ASD): Characterized by differences in social communication and a presence of repetitive behavior patterns. This means that a student with ASD may communicate differently or have trouble understanding how someone else is communicating with them. They might also have repetitive movements. ASD is 4.5 times more present in boys than in girls.
Intellectual Disability: A disability characterized by limitations that effect conceptual, social, and practical skills. Intellectual disabilities must be prevalent before the age of 18.
(Neuro)developmental Disability: An umbrella term for intellectual disability, traumatic brain injury, and learning disabilities. Students with neurodevelopmental disabilities are the largest population of students served in schools.
Developmental Delay: When there is a difference in how a child is expected to behave or learn at their age and their current set of skills.
Nicholson, L. & Cooper, S. A., (2013). Social exclusion and people with intellectual disabilities: A rural-urban
comparison. Journal of Intellectual Disability Research, 57(4), 333-346. doi:10.1111/j.1365-2788.2012.01540.x
Previous research shows that people who live in rural areas and people with intellectual disabilities both experience social isolation. What does this mean for people with intellectual disabilities living in rural areas? This article conducted a study where adults with intellectual disabilities were recruited in both rural and urban areas, and their social tendencies were studied through interviews. The results of this study found that people with intellectual disabilities living in rural areas have many social opportunities, live in less deprived areas, and participate in the same activities as those living in urban areas but less frequently. However, it also found that individuals with intellectual disabilities living in rural areas did not have as many, or as strong of, personal positive relationships with others. As I am providing music therapy services to group members living in a rural area, I wanted to review this article to see how I could be better meeting social needs. I will use this article to influence the positive relationship that I provide group members.
Soshensky, R. (2011). Everybody is a star. Music Therapy Perspectives, 29, 23-30.
Music therapists are continuously searching for new ways to meet the needs, goals, and objectives of our clients. One response to this search has been community music therapy. Community music therapy often takes the form of public performances, CD recordings, creating music videos, etc. Community music therapy is used to foster collaboration, self-organization, emotion regulation, self-expression, motivation, and problem-solving. In this article, multiple vignettes of community music therapy were provided in order to demonstrate how community music therapy looks and works. When assessing my music therapy group and their needs inside and outside of music therapy, I found that social and communication goals would be appropriate. As part of my service-learning I have been trying to find more ways to involve my group members in their community. Using suggestions from this article, I could start a discussion with my group members and their parents about participating in group performances or recording CD's. This would help meet session goals and objectives, while also providing socialization and community opportunities.
Tint, A., Maughan, A. L., & Weiss, J. A. (2017). Community participation of youth with intellectual disability and
autism spectrum disorder. Journal of Intellectual Disability Research, 61(2), 168-180. doi:10.1111/jir.12311
Being an active participant in a community is a large way students develop positive social and communication skills. In assessing my music therapy group, I settled on goals and objectives that pertain to increasing social and expressive communication opportunities. These goals and objectives are worked on during music therapy sessions, but how often the group members have the opportunity to practice them in a real community is unknown. This article conducted a study where caregivers of people with ASD and ID were surveyed to see how often they participated in the community, and the barriers and supports to that participation. Results found that students with ASD and ID participated in the community less than their non-disabled peers. According to caregivers, the main barrier to that participation was the social expectations being in the community required. I will use this article to influence my music therapy session goals and objectives, and how I can prepare my group members for community interactions.
Adamek, M. S., & Darrow, A. (2018) Music in special education (3rd ed.). The American Music Therapy
Association, Inc.
Over the years, diagnoses of Autism Spectrum Disorder, or ASD, have increased. Approximately 9% of students served under the IDEA (Individuals with Disabilities Education Act) have a diagnosis of ASD. This means that music therapists may often be providing services to autistic students. As ASD is a spectrum disorder, traits and characteristics of ASD will change from person to person; that is, no autistic person is alike. This may also be referred to as neurodiversity, a term used to describe infinite brain differences from what may be considered neurotypical. Education-wise, autistic students may be working on social, communication, behavior, sensory and/or motor skills. Music therapists working with autistic clients may also be working on these same skills, and it is important that the music therapist knows to use multiple means of representation and engagement when conducting sessions. As a music therapist who provides services for a group of autistic teens and young adults, there is a lot to consider. However, using this chapter as a guide I will develop group goals and objectives, as well as learn of different ways to engage my group members in sessions.
Nye-Lengerman, K. M., & Hewitt, A. S. (2019). Community living and participation: A comprehensive
framework. In Hewitt, A. S., & Nye-Lenderman, K. M. (Eds.) Community living and participation for people
with intellectual and developmental disabilities (1st ed., pp. 1-25). American Association on Intellectual and
Developmental Disabilities.
Views on the integration and inclusion of individuals with IDD in the community have changed over the years. These changes in opinions come with legislative updates, as well as shifts in views by society as a whole. However, there is still a long way to go. A community is more than just a place, it is a feeling, and all people regardless of diagnosis have a right to access their community. Research shows that all people, regardless of disability, have more favorable life outcomes when they are involved in the community. In order to make access to community a reality for disabled people, challenges policy compliance, location (e.g. rural, urban, suburban), and workforce challenges, to name a few, need to be addressed and bettered. Using this chapter as a resource, I plan to advocate for the rights of the people in my service-learning group.