Assessing the Impact of Music Therapy on Special Needs Education: A Case Study in Guangzhou, China

Abstract

This study examines the effectiveness of music therapy as an educational intervention for special needs students aged 9 to 11 in Guangzhou, China. Quantitative and qualitative case study research question: In what ways can the subject benefit from music therapy, including parameters related to speech development, social interaction, cognition, and self-regulation? The research employs comparative qualitative data (fabs) semi-structured interviews with teachers and experienced child therapists, as well as comparing pre and post-instructional cognitive and behavior shift surveys in a three-month intervention. Some identified effects include enhanced engagement, communication, interactive profiles, working memory, and processing speed. Regarding quantitative changes, numerical analyses revealed significant improvements in the Working Memory Index and the Processing Speed Index of the WISC-V, as well as in the area of communication of the Vineland-3. The behavioral check results conclude that hyperactivity and aggression are less prominent. Supporting quantitative evidence consists of positive descriptive data provided by the staff of educators and therapists, noting louder vocalization, peer interaction, and enhanced student self-regulation.

However, the study also points out the problems that may be faced in applying music therapy, such as scarcity of resources and cultural beliefs about disability and therapy. The fact that there are differences in the reactions of subjects to music therapy further enhances the argument on the relativistic approach in the pedagogy of students with learning disabilities. The study provides evidence for using music therapy in special education, stressing the significance of cultural contexts when implementing such interventions. The study's implications touch on the domain of Chinese special education, which requires more capital investment in music therapy aids and trainers. Although the generalization of the findings may be affected by the case study approach adopted in this study, it offers important insights into the possibilities of music therapy for learners in urban Chinese special education. It opens up the possibility of conducting more extensive, long-term research on the effectiveness of music therapy practices and the cultural appropriateness of music therapy in various educational systems in China.