The Role of the Music Therapist in Special Education

Abstract

In a school for children with severe learning difficulties, a full time music therapist may be asked to perform general educational, pastoral and administrative duties. This article examines the impact of these additional responsibilities on therapeutic work, and discusses some possible objections to stepping outside the strictly therapeutic role. The author then outlines ways in which he has found that a wider involvement in the work of the school can enhance the therapist's effectiveness. He concludes that these advantages outweigh the supposed disadvantages.