Is it music education or music therapy? Music teachers’ perception of music education for children with Severe Intellectual Disabilities (SID)

Music activities are central to both music education and music therapy. It may be hard to differentiate between the two when creating music experiences for children with severe intellectual disabilities (SID). When designing the music curriculum for SID children, teachers’ perception of music education for their students influences the planning and implementation of the music curriculum.

This study aims at exploring the perceptions of music teachers of SID children in Hong Kong and the way such perceptions influence their practices of curriculum adaptations. One unit of a module in the music curriculum of a special school for children with SID was studied in-depth to examine the teachers’ planning and design of lessons, teaching process, and evaluation of students’ learning.

This qualitative multiple case study investigates two music teachers’ perceptions and practices. Data were collected through pre- and post-lesson interviews, class observations, and examination of school documents. The two teachers were selected among a group of music teachers in special schools for children with SID in Hong Kong. The selection criteria include professional training in both music education and special education.

Results suggest that music teachers perceive music as a means to foster students’ extra-musical development an important element in music curriculum for SID children as well as music learning. Music teachers’ perceptions of the learning priorities for SID students influence the focus of their adapted music curriculum. Such differences were found in several areas, including the design of learning activities, presentation of learning materials, teaching instructions, the support provided for children and assessment of learning.