Using Musical Play with children with profound and multiple learning disabilities at school

Abstract

We all ‘play’ music! Play experiences for children with profound and multiple learning disabilities (PMLD) are often compromised, lost in complex care routines, increasingly stretched timetables and a lack of suitable play interventions. This study investigates combining music with play, using a set of guidelines and principles developed by the researcher and staff participants: Musical Play. It evaluates the impact of Musical Play on the play experiences of both the learners and staff. This study included five primary‐aged children and four teaching staff, during a five‐week implementation period in a UK special school. The study collected multiple data sources to evaluate the impact of the intervention. Results reveal that Musical Play elicited engaged, playful and creative responses, encouraging peer‐awareness and interactions. The intervention allowed staff a sense of freedom from target‐driven work, providing a unique opportunity to immerse themselves fully in the play experience.