Music therapy in special education. Where are we now?

Abstract

Research is an essential aspect of the music therapy profession. Practice is grounded in theoretical frameworks based on research studies and the evaluation of clinical interventions. Early research drew heavily on behavioural principles, observing measurable change in response to musical interventions. As the profession gained stature, music therapy researchers also began to ask questions requiring in-depth qualitative analysis. Nevertheless, ready acceptance and appreciation of music therapy as a valid service within special education settings in both Australia and New Zealand is variable. Music therapists continue to be challenged to demonstrate the effectiveness of music therapy. The current article outlines the historical precedent for a likely increase in qualitative emphasis, and describes the current knowledge base generated through the literature on the topic of music therapy in special education. It also explores the need for new research in the evidence-based framework and proposes a research path for future studies.