Анализ значимости музыкотерапии в инклюзивном образовании

Xorijiy lingvistika va lingvodidaktika

–

Зарубежная

лингвистика

и

лингводидактика

–

Foreign

Linguistics and Linguodidactics

Journal home page:

https://inscience.uz/index.php/foreign-linguistics

An analysis of the importance of music therapy in an
inclusive education

Dilafruz SULAYMONOVA

1

Uzbekistan State World Languages University Tashkent

ARTICLE INFO

ABSTRACT

Article history:

Received April 2024

Received in revised form

10 May 2024

Accepted 25 May 2024

Available online

25 June 2024

This article examines the contribution of music therapy to

the holistic development of children with special needs in an
inclusive educational environment. Explores the effectiveness of
music therapy in promoting students' social, emotional,

cognitive, and physical development. Based on a review of the
literature, key benefits of music therapy are highlighted, such as

improving communication skills, self-expression, and reducing
anxiety and stress. It also emphasizes the role of music therapy
in developing students' sense of belonging, creativity, and

overall well-being. The article highlights the importance of
integrating music therapy into inclusive education programs to
effectively support the diverse learning and developmental

needs of students.

2181-3701

/©

2024 in Science LLC.

DOI:

https://doi.org/10.47689/2181-3701-vol2-iss1

/S

-pp318-326

This is an open-access article under the Attribution 4.0 International

(CC BY 4.0) license (

https://creativecommons.org/licenses/by/4.0/deed.ru

)

Keywords:

inclusive education,

music therapy,

disabled children,

autistic children.

Инклюзив таълимда мусиқа тeрапиянинг аҳамияти
таҳлили

АННОТАЦИЯ

Калит сўзлар:

инклюзив таълим,

мусиқа терапияси,

ногирон болалар,

аутизмли болалар

.

Мусиқа терапияси инклюзив таълим шароитида турли

хил келиб чиқиши ва қобилиятларига эга бўлган

болаларнинг

ҳар

томонлама

ривожланишини

рағбатлантиришда қимматли восита сифатида тобора

кўпроқ эътироф этилмоқда. Ушбу мақола алоҳида
эҳтиёжли талабаларнинг ижтимоий, ҳиссий, когнитив ва
жисмоний ривожланишини ривожлантиришда мусиқа

терапиясининг

аҳамиятини

ўрганади.

Мавжуд

адабиётларни ҳар томонлама таҳлил қилиш орқали мусиқа

терапиясининг мулоқот қобилиятини ошириш, ўзини

1

Uzbekistan State World Languages University. Tashkent, Uzbekistan. E-mail: awesome-ds@mail.ru

Xorijiy lingvistika va lingvodidaktika

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Зарубежная лингвистика

и лингводидактика

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Foreign Linguistics and Linguodidactics

Special Issue

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1 (2024) / ISSN 2181-3701

319

ифода этишни яхшилаш, ташвиш ва стресс даражасини
пасайтиришдаги афзалликлари таъкидланган. Бундан

ташқари, ногиронлиги бўлган ўқувчиларда тегишлилик,
ижодкорлик ва умумий фаровонликни оширишда мусиқа
терапиясининг роли кўриб чиқилади. Умуман олганда,

ушбу мақола барча ўқувчиларнинг турли эҳтиёжларини
қўллаб

-

қувватлаш учун мусиқа терапиясини инклюзив

таълим дастурларига интеграция қилиш муҳимлигини
таъкидлайди.

Анализ значимости музыкотерапии в инклюзивном
образовании

АННОТАЦИЯ

Ключевые слова:

инклюзивное

образование,

музыкальная терапия,

дети

-

инвалиды,

дети

-

аутисты

.

В данной статье рассматривается вклад музыкальной

терапии в комплексное развитие детей с особыми
потребностями в инклюзивной образовательной среде.
Исследуется эффективность музыкальной терапии в

содействии социальному, эмоциональному, когнитивному
и физическому развитию учащихся. Основываясь на обзоре

литературы, подчеркиваются ключевые преимущества
музыкальной

терапии,

такие

как

улучшение

коммуникативных навыков, самовыражения и уменьшение

тревожности и стресса. Также акцентируется внимание на
роли музыкальной терапии в развитии чувства
принадлежности, творческих способностей и общего

благополучия учащихся. Статья подчеркивает важность
интеграции

музыкальной

терапии

в

программы

инклюзивного образования для эффективной поддержки
разнообразных учебных и развивающих потребностей
студентов.

INTRODUCTION

The concept of inclusive education

Inclusive education is a state policy, an education system that represents inclusion

in the general education process aimed at eliminating barriers between disabled and
able-bodied children, children in need of special education, and adolescents (disabled for

some reasons) regardless of developmental defects or economic difficulties. Inclusive
education is a type of education system that involves all students, regardless of their

individual needs, abilities, or disabilities. It is based on the idea that every child has the
right to attend their local school and get support in a classroom setting so they may study

alongside their peers. To provide a setting that is as typical for all pupils as possible, it
tries to remove obstacles from the learning environment. At the World Conference on

Special Needs Education in Salamanca, Spain, in 1994, the idea of inclusive education first
surfaced. Representatives from several nations attended the meeting, and the nations

agreed on a new strategy for educating children that would guarantee their rights to
attend local schools if they had disabilities or other special requirements (UNESCO,

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1994). In 2001, the United Nations published the Salamanca Statement and Framework

for Action, which was a historic document that urged nations to provide inclusive
education for all pupils, regardless of their physical, mental, or social qualities. Since

then, the international education community has worked to develop the institutions,
initiatives, and tools necessary to implement inclusive education. This entails working

together with authorities, educators, and other interested parties to develop all-
encompassing strategies, including curriculum redesign, specialized instruction,

instructional materials, and more.

In inclusive schools, all students are full, active, meaningful, and equal participants,

and the needs of all learners are recognized, supported, and satisfied (Gajewski, 2017).
However, it does not seem to be as simple to adjust inclusive classroom practices

(Göransson & Nilholm, 2014). Social pressures, stereotypes, and changing attitudes and

views can hinder inclusion and result in exclusionary behavior (Sarrazin, 2016). Despite

these difficulties, in many countries, schools are more diverse than ever in their student
intakes, this is true in terms of not only children who previously attended special schools,

but are now placed in mainstream settings, but also in terms of ethnicity, culture,
languages spoken, disability status, and other factors (EADSNE, 2012). Plows and

Whitburn (2017) also argue that inclusive education must be linked to the wider
political, social, and cultural processes affecting schools and education systems to ensure

that all students receive an equal education. Analyzing how the social model of disability
still fails to show its positive effects in practice, Professor Allan (2008) says:

The influence of the social model of disability can be seen in the shift from integration

to inclusion, but in principle only, as it has yet to be seen in operation. Inclusion was not

intended to be directed at a discrete population identified as having special educational

needs but at all children. Nevertheless, we continue to see the artifact of the ‘included child’,

who is distinguishable and apart from the mainstream (p.702).

Based on the abovementioned ideas, regardless of a child's ability or

circumstances, inclusive education aims to provide all students with a high-quality
education. In addition, the inclusion principle contends that for a child's mental and

social development to be successful, they should live in a family and attend a regular
school with their peers. Instead of presenting data on inclusive education reforms, the

goal of this study is to highlight literature on the advantages of music therapy for
children with impairments in inclusive education settings.

What is music therapy?

Music is used as a tool in music therapy to aid in the healing of physical and mental

discomfort, the achievement of goals, and the enhancement of the general quality of life.
Physical, emotional, and cognitive functioning is supported by music therapy techniques

such as singing, listening, and playing instruments. According to a definition provided by

Bruscia (1989), music therapy is “a systematic process of intervention wherein the

therapist helps the client to achieve health, using musical experiences and the

relationships that develop through them as dynamic forces of change”. The

American

Music Therapy Association (AMTA) defines music therapy as "the prescribed use of
music by a certified individual to effect positive changes in the psychological, physical,

cognitive, or social functioning of individuals with health or learning problems." (Sausser
& Waller, 2006). Four case studies with young people who have a profound intellectual

and developmental disability (IDD) by Thompson and McFerran (2014) suggest that

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music therapy does not improve the frequency of communicative acts by young people

who have profound IDD substantially more than playing with a favorite toy by an
attentive adult. However, it seems likely that music therapy does create engaging

conditions that motivate interaction within relationships.

Integration of music with disability

Music and inclusive education have a strong relationship, as music can be used as a

powerful tool to bridge social, language, and cultural divides. Music can be used to help

children of all backgrounds and abilities to come together, build relationships, and learn
together in an inclusive setting. Music can foster collaboration, support creativity and

self-expression, and provide a platform for meaningful exchange and mutual respect.
Music also has therapeutic qualities and can be used in both classroom settings and

outside of school to support the well-being of students with diverse needs. Integrating
music therapy and inclusive education means using music as a therapeutic tool for

educational purposes. Given that, music is a tool that can assist in reducing disruptive
behaviors and improving academic results, this strategy may be advantageous for

educators working with various student populations. Music therapy has the power to
improve social skills, lessen anxiety and tension, and foster a feeling of community.

Additionally, music can be utilized to introduce new concepts, review and reinforce
courses, and promote social and physical growth. Students with special needs can benefit

from participating in educational activities by taking part in music-related activities.
Moreover, music therapy can be used to create a welcoming classroom atmosphere

where students feel safe and accepted.

The research based on the benefits of music for children with impairments has

steadily expanded over the past ten years. Music therapy can be customized to meet the
requirements of disabled children who have a range of traits. As Constantin (2015)

claimed, some children may have minor to severe cognitive delays, which makes it
difficult for them to focus and pay attention for a long time. Children with particular

disabilities might learn to express their emotions verbally through music therapy. The
music therapist can focus on the four most common emotions that children may

experience: fear, anger, sadness, and happiness. As early as 1998, Turnbull and Turnbull
(1997) described the advantages of music in educational contexts, stressing that the term

"educational benefit" does not just refer to the academic requirements of the learner; the
concept of educational benefits includes both social and emotional aspects. Considering

that, music therapy can be the best solution to overcome obstacles in the child's
educational process.

In contrast, Bielski (2020) discussed that it is crucial to remember that not

everyone who can play an instrument should be allowed to participate in music therapy.

Music therapy is an inclusive kind of intervention that anydiv may use, which is another
reason why it is such a crucial tool when working with students who have special needs.

Inclusive education studies in Uzbekistan

In this regard, if attention is paid to the reforms being carried out in Uzbekistan,

specialized state educational institutions for children with disabilities have been

established to increase the effectiveness of measures that provide social guarantees for

children with various developmental disabilities and need treatment and rehabilitation

and to create an adaptive environment for their education. Recently, the Ministry of

Public Education discussed the draft of the presidential decree "On measures to further

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improve the system of education for children with disabilities" and the concept

of development of inclusive (integrated) education in Uzbekistan until

2030 (https://kun.uz/uz/37698914). Currently, the number of scientists conducting

research on inclusive education in the country is increasing significantly. Uzbek

researcher Talaboyev (2022) discusses the importance and specifics of music therapy in

inclusive education. In the article, music therapy is defined as a medium with the aid of

the psychotherapy method, music therapy is used to treat, rehabilitate, educate, and raise

children as well as adults suffering from physical and mental diseases based on the

emotional perception of music. The author believes that music affects people differently

depending on their particular inner experiences and sentiments and the rhythmic

foundation and performance of the melody that can be supported because of human

nature and what factors can make an impact on it. The author states that this method is

one of the oldest and most natural ways of dealing with concentration, relaxation,

avoiding psychological disorders, and controlling emotional conditions.

The author sets an objective for this research the process of developing emotional

perception and improving the learning processes such as sensing, perceiving, and

demonstrating; increasing mobility, and creating a positive emotional environment for

rehabilitation in cases of pausing in speech activities (removal of anxiety caused by a

sudden change in social and personal status) in inclusive education.

Later he addresses Karl Ko’nig’s (1940) approach to music therapy, which argues

that for music to affect the patient; he or she must be in active motion (dancing, singing,

playing musical instruments). In inclusive teaching, it is recommended to use musical

compositions from famous composers such as Bach, Mozart, Tchaikovsky, and Schubert

who provided classic musical compositions through the years. It is pointed out that the

music therapy process is divided into two parts, namely, active and passive forms. In the

first stage, the patients are suggested listen to musical compositions according to their

will that fit the treatment and their mental conditions. This is done to find the right

approach to patients’ and the children with limited abilities and make the teaching

process easier because most experts say that it is not easy to find the common language

with children in the process.

There are many advantages of music therapy in inclusive education:

Developing trust and mutual understanding among the participants of the process;

Helps to boost the process of therapy because music makes it faster than

conversations to understand patients’ emotions and feelings;

Serves as something that improves cognitive abilities and activates the feelings of

the patients.

The author assures that the earlier the therapy process begins, the better results

can be expected in patients, which is why it is recommended to start treating children

with limited abilities at the age of two. Because the fact that children at this age are not

very capable of sensing, sorting, and thinking about the world as well as their nerve

systems work are not fully developed, they cannot pronounce, sing, or spell given

materials they try to imitate what they hear in rhythmic ways.

The participants are offered different conditions that affect their emotions,

cognitive processes, characteristics of different motions that show the frequencies of

their learning, and points that need to be developed. The first step that they go through is

playing a composition chosen by an expert after which they diagnose them and identify

what problems they have in terms of learning.

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In the following steps, children are let choose musical instruments after the chosen

compositions are played and the effects are analyzed through the process. A group of
defectologists research shows that with the help of instruments, compositions, and music

therapy the subjects can be sorted out into proper groups and rehabilitated with the help
of traditional and special methods like dealing with speech defects accordingly.

The role of music in inclusive education can also be observed in Asadullayeva's

works. The scientist (2021) explains the benefits of music therapy in inclusive education

as follows:

–

helps to strengthen trust and mutual understanding between participants;

–

helps to speed up the therapy process, because inner experiences it is easier to

express through music than through conversation;

–

music activates emotions, a tool that enhances conscious perception serves as;

–

indirectly improves musical skills, self-control, and thoughts regulatory process

will appear.

She considered two types of music therapy and used instruments and music

therapy with the help of singing musical pieces. The first type includes the following
steps:

–

diagnostics;

–

choosing a group of tools suitable for the child's problem;

–

choosing a musical instrument from the group preferred by the child.

Music therapy with the help of musical works includes the following steps:

–

diagnostics;

–

selection of musical works;

–

selection of the final work.

Music has been the subject of the great majority of studies including the benefits of

music in treating disabled children with emotional and behavioral disorders (King,
1994), musical therapy with handicapped children (Nordoff, P., & Robbins, C.,1985),

students with physical disabilities; hearing and vision loss (Sobol, 2008), intellectual and
developmental disability (Thompson and McFerran, 2014).

The research on children with autism, who think differently and are currently

diagnosed in one in 100 children worldwide, is analyzed below.

Music therapy for autistic children

It has been discovered that using music to treat children with autism spectrum

disorder works well. Autism is the disorder that draws the most attention when it comes
to a child's mental development. Autism is a complex developmental disability that

commonly manifests in the first three years of life and is caused by a neurological
condition that interferes with the brain's normal function (Thaut, 2005). More

individuals are now thinking about ways to support autistic children in developing their
social skills so they can have better lives. Recent studies have revealed that music is

increasingly being used by autistic youngsters to interact with society. Gu (2020)
attempts to highlight and investigate the therapeutic effects of music on autism from the

perspectives of musical expression and musical education. In her article, she describes
the advantages of music therapy in terms of four areas including social interaction, verbal

skills gross and fine motor abilities, and brain development. The concept that music
therapy can be particularly effective in resolving brain asymmetry has gained a lot of

support in recent years. When a musician plays an instrument, he is using all of their

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senses

–

sight, sound, touch, movement, and perception

–

in the process. Besides that,

Chinese experience with autistic children shows that through prolonged trained music,
not only the effect of receptive skills but also the feeling of expressiveness is reflected in

these children. However, the scientist is somewhat skeptical that music therapy can
always have a positive effect on all children with autism.

Similarly, while researching the effect of music therapy on the social activity of

autistic children, Ke et al. (2022) also revealed that autistic children could benefit from

music therapy to improve their ability to engage with other people. The authors conclude
that participation in musical activity promotes involvement in social activities and is

directly connected to the fulfillment of essential human needs including collaboration,
communication, and social connection. In the article, a theory is presented suggesting

that the early development of children’s communication skills is directly related to the

emergence of more sophisticated social behaviors. Autistic children require early and

continual social assistance throughout their lives. Although there has been some
speculation that the neuropeptide oxytocin may be employed as a therapy for social

dysfunction in ASD, the outcomes of this research have been inconsistent. Several years
ago, Alvin et.al. (1978, 2022) on the other hand, conducted research in this context and

claimed that music has on the moral development of autistic children. The claim made in
the article that music is a domain of human experience that affects the mind in addition

to the div and feelings rings true. It can influence either the behavior of the listener or
the participant. When a person listens to music, many things that have been buried in

mind might be uncovered and brought back to life. Whether the child is “normal” or has

autism, music has the potential to raise their level of awareness of their environment.

The mood and behavior of a child might be changed from passive to active or vice versa
depending on the music that is playing in the room. Music can hypnotize children in two

distinct ways: first, it may stimulate them, and second, it can soothe them. Moreover, the
development of social and language skills in autistic students can be aided, according to

Straum's (n.d.) (2003) suggestion, by the use of music. Children with autism have been
able to overcome their monotonous speech by singing songs that were written to fit the

rhythm, stress, flow, and inflection of the sentence, followed by a gradual fading of the
musical cues. The author also contends that music can be a tool for fostering human

development in the areas of cognition, learning, perception, motor, social, and emotional
development.

It has been stated by Kern (2004) that music can lessen the strain of transitions

like the change from home to school, aid children in remembering step-by-step routines

like clean-up time, and also boost the community and group inclusion of both disabled
and able-bodied children.

Numerous research on the growth of children with autism syndrome has been

published in Uzbekistan in recent years. Expanding and explaining the effectiveness of

inclusive education in the program dedicated to the implementation of Presidential
Decree No. PF-5270 "On measures to fundamentally improve the system of state support

for persons with disabilities"; points for the development of mechanisms for realizing the
right to inclusive education of every child with disabilities are included

(https://kun.uz/news/2019/01/10/). Despite the small number compared to other
developed countries, the increase in the frequency of autism among Uzbek children in

recent years requires special attention from the country's authorities, as well as early

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treatment and interactive ways of healing for children with disabilities. There is an

increasing desire to conduct research covering these topics by medical and special
education professors who apply innovative methods in their investigations.

According to Asadullayeva (2023), music therapy is a form of therapy that uses

interactive musical activities. The author makes the case that music therapy can have a

profoundly restorative effect on the inner life and emotional processes of “special”

children and that it can channel the child’s latent creative and coping abilities toward

independent decision-making in all aspects of life. The author proposes that children

with autism should listen to a wide variety of music since studies have shown that

listening to music may have a beneficial influence not only on mental health but also on

the process of healing. Anyone who has ever attempted to connect with an autistic child

in any form has firsthand experience with the difficulties that might arise. Over the last

few decades, the area of music therapy has seen significant expansion due to the intrinsic

power and adaptability of music. In addition to considering the emotional vulnerability of

children with autism, Asadullayeva explains the advantages of using music for two

reasons in the classroom with them:

1) It is known that one of the main problems of children with autism is building

relationships because of neglect difficulties. A specially selected piece of music attracts the

attention of an autistic child and constitutes the relative stability of the perception process;

2) Autistic children are more attracted to objects than people. Taking into account

and communicating with them through musical instruments shows an effective effect.

The author concludes that despite developmental delays, people with autism may

understand better than non-autistic people, even though they have poor communication skills.

Music therapy is an inclusive technique that does not discriminate against any

form of disability, regardless of the difficulties the disability creates in playing or

listening to music, in contrast to some other more popular strategies for dealing with

students with special needs. Based on the above analysis, it can be said that the specific

goals of all studies are to increase awareness of the benefits of music therapy for students

with special needs and to develop an innovative curriculum that integrates music therapy

into both special and inclusive education programs.

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