Primary school teachers opinions on effective use of music in language and speech development of autistic children
Öz
The use of music helps with autism as in: the development of language and communication, cognitive, emotional skills. Music as a tool should be used in schools so that teachers and assistants incorporate music to improve communication skills. The purpose of this study is to obtain the views and practices of teachers and assistants on how music affects the development of language and communication in students diagnosed with autism. This research was carried out with 6 teachers and 6 assistants of autistic students of elementary schools, grades (1-5), with the aim of including music in the development of communication. The research methodology is oriented to the review of local and international literature that deals deeply with this topic and with the use of semi-structured interviews with teachers and assistants of elementary schools in Kosovo. After carrying out the research, obtained satisfactory results that argue our topic that music is a tool that develops communication in students with autism. Although teachers and assistants encounter some challenges during the teaching process, they still apply comprehensive practices, methods and new contemporary strategies by applying music as a tool that helps develop language and speech in autistic students.The recommendations in this study are addressed to relevant institutions that aim to support the work of teachers and assistants and the improvement of practices related to the development of language and communication through music in the framework of primary education.
Anahtar Kelimeler
autistic children elementary school language and speech development music primary school teacher
Proje Numarası
2023 - Volume: 11 Issue: 4 - Autumn 2023
Kaynakça
- Beckett, A. E. (2009). Challenging disabling attitudes, building an inclusive society: Considering the role of education in encouraging non-disabled children to develop positive attitudes towards disabled people. British Journal of Sociology of Education, 30(3), 21-28. https://doi. org/10.1080/01425690902812596
- Bharathi, G., Vellingiri, B., & Venugopal, A. (2019). Music therapy as a therapeutic tool in improving the social skills of autistic children. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 55(1), 1-6. doi:doi:10.1186/s41983-019-0091-x
- Blasco-Magraner, J. S., Bernabe-Valero, G., Marín-Liébana, P., & Moret-Tatay, C. (2021). Effects of the Educational Use of Music on 3- to 12-Year-Old Children›s Emotional Development: A Systematic Review. International Journal of Environmental Research and Public Health, 18(7), 1-29. https://doi.org/10.3390/ijerph18073668
- Camilleri, A. C., & Camilleri, M. A. (2019). Mobile Learning via Educational Apps: An Interpretative Study. Association for Computing Machinery, 5(1), 27–29. doi:DOI:10.1145/3337682.3337687
- Davys , M., Gonçalves Moreira, A. d., Tymoshchuk, O., & Marques, C. (2021). Finding solutions to promote the inclusion of children with Cerebral Palsy in Arts Education Programmes of Music. an integrative literature review using webQDA. Indagatio Didactica, 13(3), 537-558. https://doi. org/10.34624/id.v13i3.25599
- Gold, C., Wigram, T., & Elefant, C. (2006). Music therapy for autistic spectrum disorder. Cochrane Database of Systematic Reviews, 19-22. https:// 10.1002/14651858. CD004381.pub2
- Hunter, M. A., Baker, W., & Nailon, D. (2014). Generating cultural capital? Impacts of artists-in-residence on teacher professional learning. Australian Journal of Teacher Education, 39(6), 75–88. https://doi. org/10.14221/ajte.2014v39n6.4
- Kivijarvi, P., & Rautiainen, S. (2021). Contesting music education policies through the concept of reasonable accommodation:Teacher autonomy and equity enactment in Finnish music education. Research Studies in Music Education, 43(2), 91 –109. https://doi. org/10.1177/1321103X20924142
- Kumar, R. (2017). Research methodology. Prishtine: USAID & MASHT.
- Lee, L., & Chang, H. Y. (2021). Music technology as a means for fostering young children›s social interactions in a inclusive class. Applied System Innovation, 4(4), 2-13. https://doi.org/10.3390/asi4040093
- Liaw, J. H., & Dani, N. A. (2013). Asperger›s syndrome in autistic children and their modes of learning through. Australian Journal of Basic and Applied Sciences, 7(4), 667-675,.
- Manning, I. (2016). Music for all: supporting students with special needs in the music Classroom. Toronto: University of Toronto. Retrieved from https://hdl.handle. net/1807/72239
- Matthews, B., & Ross, L. (2010). Research methods. Tirane: CDE.
- Meyer, J. (2017). Music education with autistic students in the mainstream elementary classroom. Toronto: Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto. https://hdl. handle.net/1807/77125
- Ministry of Education, S. a. (2010). Strategic plan for the organization of inclusive education. Pristina: Ministry of Education, Science and Technology.
- Moneva, J., & Bacante, W. (2020). Student Interest:Music or Studies in School. Journal of Gifted Education and Creativity, 7(1), 41- 48. https://dergipark.org.tr/en/pub/jgedc/ issue/52403/685966
- Ospina, M. B., Seida, J. K., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L., ... Smith, V. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11): e 3755. https:// doi.org/10.1371/journal.pone.0003755.
- Quintin, E. M. (2019). Music-Evoked Reward and Emotion: Relative Strengths and Response to Intervention of People With ASD. Frontiers in Neural Circuits. https:// doi.org/10.3389/fncir.2019.00049
- Samy, K. L., Osman, D. M., & Selim, M. H. (2012). Communication skills, sensory integration functions, and auditory brainstem response: findings in a group of Egyptian children with autistic features. The Egyptian Journal of Otolaryngology, 28, 117–126. https://doi.org/10.7123/01. EJO.0000413494.24410.1f
- Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Blanch, M. C., ... Hyde, K. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Translational Psychiatry, 8, 2-13. https://doi.org/10.1038/s41398-018- 0287-3
- Sturrock, A., Chilton, H., Freed, J., & Adams, C. (2022). In their own words: The impact of subtle language and communication difficulties as described by autistic girls and boys without intellectual disability. Autism, 26(2), 332-345. https://doi. org/10.1177/13623613211002047
- Syla, M. (2023). The influence of peers on the socialization and educational development of students with special needs. Prishtine: Lena Grafik.
- Sze, S., & Yu, S. (2004). Educational benefits of music in an inclusive classroom. Online Submission, 1-3. https://files.eric.ed.gov/ fulltext/ED490348.pdf
Primary school teachers opinions on effective use of music in language and speech development of autistic children
Öz
The use of music helps with autism as in: the development of language and communication, cognitive, emotional skills. Music as a tool should be used in schools so that teachers and assistants incorporate music to improve communication skills. The purpose of this study is to obtain the views and practices of teachers and assistants on how music affects the development of language and communication in students diagnosed with autism. This research was carried out with 6 teachers and 6 assistants of autistic students of elementary schools, grades (1-5), with the aim of including music in the development of communication. The research methodology is oriented to the review of local and international literature that deals deeply with this topic and with the use of semi-structured interviews with teachers and assistants of elementary schools in Kosovo. After carrying out the research, obtained satisfactory results that argue our topic that music is a tool that develops communication in students with autism. Although teachers and assistants encounter some challenges during the teaching process, they still apply comprehensive practices, methods and new contemporary strategies by applying music as a tool that helps develop language and speech in autistic students.The recommendations in this study are addressed to relevant institutions that aim to support the work of teachers and assistants and the improvement of practices related to the development of language and communication through music in the framework of primary education.
Anahtar Kelimeler
autistic children elementary school language and speech development music primary school teacher
Etik Beyan
I, Mevlyde Syla, declare that my paper has not been published earlier
Destekleyen Kurum
there is no support institution
Proje Numarası
2023 - Volume: 11 Issue: 4 - Autumn 2023
Teşekkür
thank you
Kaynakça
- Beckett, A. E. (2009). Challenging disabling attitudes, building an inclusive society: Considering the role of education in encouraging non-disabled children to develop positive attitudes towards disabled people. British Journal of Sociology of Education, 30(3), 21-28. https://doi. org/10.1080/01425690902812596
- Bharathi, G., Vellingiri, B., & Venugopal, A. (2019). Music therapy as a therapeutic tool in improving the social skills of autistic children. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 55(1), 1-6. doi:doi:10.1186/s41983-019-0091-x
- Blasco-Magraner, J. S., Bernabe-Valero, G., Marín-Liébana, P., & Moret-Tatay, C. (2021). Effects of the Educational Use of Music on 3- to 12-Year-Old Children›s Emotional Development: A Systematic Review. International Journal of Environmental Research and Public Health, 18(7), 1-29. https://doi.org/10.3390/ijerph18073668
- Camilleri, A. C., & Camilleri, M. A. (2019). Mobile Learning via Educational Apps: An Interpretative Study. Association for Computing Machinery, 5(1), 27–29. doi:DOI:10.1145/3337682.3337687
- Davys , M., Gonçalves Moreira, A. d., Tymoshchuk, O., & Marques, C. (2021). Finding solutions to promote the inclusion of children with Cerebral Palsy in Arts Education Programmes of Music. an integrative literature review using webQDA. Indagatio Didactica, 13(3), 537-558. https://doi. org/10.34624/id.v13i3.25599
- Gold, C., Wigram, T., & Elefant, C. (2006). Music therapy for autistic spectrum disorder. Cochrane Database of Systematic Reviews, 19-22. https:// 10.1002/14651858. CD004381.pub2
- Hunter, M. A., Baker, W., & Nailon, D. (2014). Generating cultural capital? Impacts of artists-in-residence on teacher professional learning. Australian Journal of Teacher Education, 39(6), 75–88. https://doi. org/10.14221/ajte.2014v39n6.4
- Kivijarvi, P., & Rautiainen, S. (2021). Contesting music education policies through the concept of reasonable accommodation:Teacher autonomy and equity enactment in Finnish music education. Research Studies in Music Education, 43(2), 91 –109. https://doi. org/10.1177/1321103X20924142
- Kumar, R. (2017). Research methodology. Prishtine: USAID & MASHT.
- Lee, L., & Chang, H. Y. (2021). Music technology as a means for fostering young children›s social interactions in a inclusive class. Applied System Innovation, 4(4), 2-13. https://doi.org/10.3390/asi4040093
- Liaw, J. H., & Dani, N. A. (2013). Asperger›s syndrome in autistic children and their modes of learning through. Australian Journal of Basic and Applied Sciences, 7(4), 667-675,.
- Manning, I. (2016). Music for all: supporting students with special needs in the music Classroom. Toronto: University of Toronto. Retrieved from https://hdl.handle. net/1807/72239
- Matthews, B., & Ross, L. (2010). Research methods. Tirane: CDE.
- Meyer, J. (2017). Music education with autistic students in the mainstream elementary classroom. Toronto: Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto. https://hdl. handle.net/1807/77125
- Ministry of Education, S. a. (2010). Strategic plan for the organization of inclusive education. Pristina: Ministry of Education, Science and Technology.
- Moneva, J., & Bacante, W. (2020). Student Interest:Music or Studies in School. Journal of Gifted Education and Creativity, 7(1), 41- 48. https://dergipark.org.tr/en/pub/jgedc/ issue/52403/685966
- Ospina, M. B., Seida, J. K., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L., ... Smith, V. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11): e 3755. https:// doi.org/10.1371/journal.pone.0003755.
- Quintin, E. M. (2019). Music-Evoked Reward and Emotion: Relative Strengths and Response to Intervention of People With ASD. Frontiers in Neural Circuits. https:// doi.org/10.3389/fncir.2019.00049
- Samy, K. L., Osman, D. M., & Selim, M. H. (2012). Communication skills, sensory integration functions, and auditory brainstem response: findings in a group of Egyptian children with autistic features. The Egyptian Journal of Otolaryngology, 28, 117–126. https://doi.org/10.7123/01. EJO.0000413494.24410.1f
- Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Blanch, M. C., ... Hyde, K. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Translational Psychiatry, 8, 2-13. https://doi.org/10.1038/s41398-018- 0287-3
- Sturrock, A., Chilton, H., Freed, J., & Adams, C. (2022). In their own words: The impact of subtle language and communication difficulties as described by autistic girls and boys without intellectual disability. Autism, 26(2), 332-345. https://doi. org/10.1177/13623613211002047
- Syla, M. (2023). The influence of peers on the socialization and educational development of students with special needs. Prishtine: Lena Grafik.
- Sze, S., & Yu, S. (2004). Educational benefits of music in an inclusive classroom. Online Submission, 1-3. https://files.eric.ed.gov/ fulltext/ED490348.pdf
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Müzik Eğitimi, Müzik Performansı |
| Bölüm | Orijinal araştırma |
| Yazarlar | |
| Proje Numarası | 2023 - Volume: 11 Issue: 4 - Autumn 2023 |
| Erken Görünüm Tarihi | 29 Mart 2024 |
| Yayımlanma Tarihi | 30 Mart 2024 |
| Gönderilme Tarihi | 24 Ekim 2023 |
| Kabul Tarihi | 6 Şubat 2024 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 12 Sayı: 1 |
Yazarlarımızın editöryal süreçlerin aksamaması için editöryal emaillere 3 gün içinde yanıt vermeleri gerekmektedir.