“That's the Joy of Music!” An Evaluation of Partnership Working with a Teacher in Planning and Delivering a Music Therapy Group for Three Children with Autistic Spectrum Conditions

Abstract

In educational settings in Scotland Allied Health Professionals (AHPs) are currently being guided towards working in partnership with other professionals, particularly to develop roles as consultants, advisors or trainers within schools (Scottish Government 2010). AHPs are being encouraged to meet therapeutic objectives indirectly and decrease the hours of direct work with pupils. This study aimed to evaluate ways in which a music therapist might support a teacher to offer interactive group music-making to children with additional support needs. Themes were generated from the analysis of a semi-structured interview with a nursery teacher who, together with the author, was involved in planning and delivering an eleven-week intervention for three children on the autistic spectrum. Responses from two questionnaires completed by classroom assistants who also supported children in the group as well as the experience of the therapist in collaborative work added to the discussion and reflection. Findings suggest that the flexibility of the music therapist in direct work is highly specialised and cannot be easily replicated in other classroom music activities, but that experiential music therapy groups offer some level of transferable learning for teaching and support staff and potential for developing more indirect approaches.