Teaching Music to Children with Autism Spectrum Disorder: Educators’ Views on Pedagogy and Continuing Education

Abstract

Researchers are increasingly suggesting that musical engagements such as listening and learning music can improve social and verbal communication, auditory-motor connectivity, behaviors, and cognition in children with Autism spectrum disorder (ASD). The need for music educators to be equipped and competent to deliver music instruction to learners with ASD is foregrounded. This article reports the results of a survey of music educators from select countries exploring what they do when teaching children with ASD in terms of pedagogical strategies and best practices, and what their perceived training and continuing education needs are. Educators in the survey attested to the need for clear and concise language when teaching children with ASD, active parental involvement and individualized, single-step cues, a flexible classroom and homework routines, limiting educators’ assumptions and preconceived notions, patience with themselves and their student, accepting that a child with ASD may not be able to memorize/learn note names, and minimal distractions in the learning environment. All music educators expressed the need for continuing education on specific instructional strategies such as detailing, repetition, and speed, and ways to involve parents and peers in music education of children with ASD.