Abstract
AbstractThis article discusses factors that are changing music therapy in schools. It begins with illustrations of traditional music therapy practice in special education, with explanations of the underpinning theoretical frameworks that have shaped practice. This is followed by discussions of new developments in practice that will potentially impact on music therapy in special education into the future. The article concludes with a vision for how the changes in music therapy might be embraced in order to make them even more transparent and effective.
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