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Music Therapy in School Settings: Current Practice.

Smith1, Hairston

  • 1Western Michigan University.

Journal of Music Therapy
|October 26, 1999
PubMed
Summary

Music therapy in schools primarily involves direct service delivery, with most therapists working with individuals with developmental disabilities. Many music therapists hold teaching certificates, reflecting evolving practice trends.

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Area of Science:

  • Music Therapy
  • Educational Psychology
  • Special Education

Background:

  • Music therapy is increasingly integrated into school settings.
  • Understanding current practices is crucial for professional development and policy.
  • The inclusion movement influences service delivery models.

Purpose of the Study:

  • To survey music therapists practicing in school settings.
  • To identify demographic characteristics of school-based music therapists.
  • To examine time allocation and employment factors in school music therapy.

Main Methods:

  • A survey was distributed to 244 members of the National Association of Music Therapy (NAMT) employed in schools.
  • 138 survey responses met the inclusion criteria for data analysis.
  • Descriptive statistics were used to summarize respondent demographics and practice patterns.

Main Results:

  • Most respondents were full-time employees of school systems, often working with individuals with developmental disabilities.
  • Direct service delivery constituted the largest portion of therapists' weekly time.
  • A significant percentage of music therapists held or required teaching certificates.

Conclusions:

  • School-based music therapy practice is characterized by direct service provision, particularly for students with developmental disabilities.
  • The role of music therapists in schools is influenced by employer type and the broader inclusion movement.
  • Trends suggest a growing need for qualified music therapists with expertise in educational settings and special populations.

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