Current practice and understanding of music therapy in Victorian special schools

Current practice and understanding of music therapy in Victorian special schools

Abstract

Music therapy in special schools in Victoria was examined via responses received from a written questionnaire, and a telephone interview with administrators often randomly selected schools. Questionnaires were mailed to 78 Victorian Government special schools. Respondents were asked to indicate whether they employed a music therapist, how they were employed, and the music therapist's method of service delivery. A total of 53 (68%) schools responded. Forty-four schools reported that they incorporated music into their programs and, of these, 17 employed a music therapist. Interviews conducted via telephone with ten schools indicated that 50% of responses to the interview questions contained themes and information that accurately reflected the nature of music therapy. Some misconceptions were noted, such as the training of music therapists and the goals of music therapy, and these will be discussed.

 

Keywords: music therapy; special education; special schools; research


Citation

Booth, R. (2004). Current practice and understanding of music therapy in Victorian special schools. Australian Journal of Music Therapy, 15, 64-75.


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Date published: July 2004