Autistic Spectrum Disorder in Early Childhood Education: Teachers' realities and the impact of music therapy on the school approach

Authors

DOI:

https://doi.org/10.31637/epsir-2024-475

Keywords:

Music Therapy, Music Education, Inclusive education, Early Childhood Education, Specific Educational Support Needs, Autism Spectrum Disorder, Teacher Training, ASD

Abstract

Introduction: Currently, the reality of infant classrooms shows an increase in cases of students with Specific Educational Support Needs (SEN), especially students with Autism Spectrum Disorder (ASD). The use of music as an educational resource in infant classrooms is a reality in most schools; however, its use does not always have a specific therapeutic purpose. Methodology: An in-depth study of the educational and training realities of a sector of active professionals (n = 6) in Galicia (Spain) was carried out through qualitative research mediated by individual, semi-structured, in-depth interviews. Results: The informant teachers perceive music and music therapy as highly beneficial tools in establishing educational dynamics with their students with ASD. However, they feel that they do not have sufficient tools or knowledge to maximise their potential. Conclusions: The results obtained allow us to conclude that there is a need to strengthen the presence of music education and music therapy in initial teacher training processes. This should be accompanied by a genuine political commitment to inclusive education that guarantees high quality individual attention, including greater investment in support teachers.

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Author Biographies

Claudia Felípez-Abad, Universidade da Coruña

Teacher graduated in Early Childhood Teaching at the Universidade da Coruña (Faculty of Education Sciences, Spain), and has a degree in Early Childhood Education Technician obtained at the CPR Tomás Barros (A Coruña). She has complemented her training with intensive courses as a free time instructor. Currently, she plays the role of tutor at Garrits Nursery School (Ibiza, Spain), where she develops and applies educational programs adapted to the individual needs of the children, working closely with parents and colleagues to ensure an enriching educational environment.

Vicente Castro-Alonso, Universidade da Coruña

Professor in Didactics of Musical Expression at the University of A Coruña (Faculty of Education Sciences, Spain). His musical training includes higher studies in Performance (Conservatorio Superior de Música de A Coruña) and Music History and Sciences (Universidad de La Rioja). His line of research focuses on the processes of musical and sound creation in the classroom from an interdisciplinary perspective, as well as on the diagnosis of teachers' practices, author of numerous publications of impact (SJR, JCI and first places in the SPI index).

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Published

2024-08-23

How to Cite

Felípez-Abad, C., & Castro-Alonso, V. (2024). Autistic Spectrum Disorder in Early Childhood Education: Teachers’ realities and the impact of music therapy on the school approach. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-475

Issue

Vol. 9 (2024)

Section

INNOVATING IN PSYCHOLOGY AND TEACHER TRAINING: THE BASIS OF A CONSTANTLY EVOLVING ADAPTATION

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Copyright (c) 2024 Claudia Felípez-Abad, Vicente Castro Alonso

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