The Effects Of Music On Young Disabled Students

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

Because there are more people who need than there are able to work, people in these societies are at risk of having a scarcity of the materials needed to survive, and essentially, people will begin to die. However, music has been proven to improve the cognitive development of those with mental injuries and mental disabilities. Just as young children in school are taught basic life skills such as how to clean up and what letters are in the alphabet through song and dance, those who suffer from brain injury and have a low cognitive development can learn to do work that provides materials needed in order for people to stay alive. Additionally, with this method of teaching skills through music, children would be able to contribute as well, but at a younger age, increasing the number of people working as well as the production of food, water, and shelter. Without music to potentially teach those with low cognitive skills, there will continue to be an imbalance of people who need and materials needed to survive. Music increases the amount of necessary materials available, therefore, it is good and beneficial to

Despite the vast number of children who learn musical instruments, many people still do not fully understand all the benefits of music education. When budget cuts and low funding threaten course elimination, music is often one of the first to go. This should not be the case, however, because “learning to play an instrument can build self-esteem, increase various social and academic skills and can help them become a well-rounded person” (Montgomery). Music education is incredibly valuable, especially for children. The benefits that children can gain from learning music will make lasting impacts on them. Playing musical instruments has copious benefits on a child’s intellect, and social skills, and personal growth.

Music therapy helps individuals with disabilities to identify and express his or her emotions as well as to assist in the development of verbal communication, speech and language skills. The data collection tool implemented to track the progress of students focused on student participation and independence levels. These levels were tracked weekly and broken down into 5 sections: Independent, Verbal, Gestural, Physical, and No Participation. Data was also collected when measuring a student’s response to musical selection and to see if a rhythm was followed in either double or triple meter.

Considering the scientific literature there has been evidence of empirically documented beneficial effects of music therapy on emotional responses to patients experiencing psychological disorders as well as developmental problems. Hence listening to music has revealed its expressiveness in perception to patients diagnosed with mental disorders where it’s the same without mental illness. In addition, it appears music therapy facilitates children speech development as well as even through a short period. Power of music is universal since it can shatter down barriers of illness, injury or disability hence it constructs bridges of communication promoting a better relationship with others. Music therapists are permitted with having freedom for consideration in setting objectives for patients needing support for better physical coordination. As a part of the treatment of adolescent psychiatric, there has been a possibility of making music therapy an ultimate overall treatment for integration (Raglio et al., 2016). In this section, there will be a research of musical involvement in effectiveness to improving communication skills as well as a role in treatment programs.

There are many different ways that we benefit from music. Music can inspire better self-esteem, and confidence. It’s a great way to set the mood, and a wonderful tool. Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program (Gram, 2005). Music therapy can reach out to anyone, age, race, gender it doesn’t matter. Children, adolescents, adults, and the elderly with mental health needs can benefit from music therapy. As well as, those who have developmental and learning disabilities, those who suffer from Alzheimer's

This literature review will discuss the different ways in which music can affect the brain and its functions. Firstly, the effects that music can have in a school environment will be discussed and how they can affect the school environment. A correlation between musical knowledge and different aspects of learning will be made, while also discussing the importance of the concrete operational mental phase that the brain goes through. Following that, the connection between reading music and reading books in school will be shown, while also giving an example of how music helps your brain learn a secondary language and mathematical ability. After that, there will be an example of a study that was conducted that disproved that music provides any sort of academic advantages, and instead offers more benefits to building self-esteem. The effectiveness of background music will be discussed following that section, and examples of studies will be given in which background music had helped reduce bullying in a school, and how incorrectly played background music would impair the musicians’ ability to take certain tests effectively. Music therapy will be discussed after that. The description of what it is, how effective it is and how it can affect the clients who wish to participate in musical therapy.

After evaluating student’s responses, it is important to recognize that teachers and directors have different perspectives and views. Mrs. Grizzle, the director here at VCMS, and three students were asked a series of questions regarding how music can help them and other students. Furthermore, Mrs. Grizzle has said, “ I hope that I impact students to have confidence in themselves, constantly work for improvement, and accept everyone.” This shows us just how much

The Knowledge of reading music, and playing an instrument has proven to be beneficial to the learning curb in students including those of little to no background in a literary education to students in college. However, there are schools in America where music isn’t offered. Having a music program could create improved grades, memory, concentration, and quicken the learning process of literacy, but it is believed that music isn’t for everybody.

This paper will discuss music therapy in public schools, music and counselling, and multidisciplinary applications.

Through musical participation in the therapeutic environment, clients ' capacities are reinforced and conveyed in other areas of their lives. Additionally, Music therapy also offers ways for communication that can be accommodating to the people who find it challenging to express themselves in words. Research in music therapy supports its effectiveness in many areas such as: overall physical rehabilitation and facilitating movement, increasing people 's motivation to become engaged in their treatment, providing emotional support for clients and their families, and providing an outlet for expression of feelings (Gregory59). Whether it is apparent at first or not music therapy interventions help the patient improve their diminishing cognitive function ability with the music that is selected as well as the intervention applied, which plays a major role in the process.

Over the past 20 years, numerous scientific studies found a strong positive relation between playing music, intellectual capacity, personal growth and social interaction with others. Researchers maintained that music can also help children in acquiring literacy, consequently improving their academic achievement. We now know that music impacts different areas of child development; including intellectual, social and emotional, motor, language, and literacy skills (Barrett & Bond, 2014).

This paper works through the belief that Music Therapy can be a useful tool in increasing social, communicative, cognitive and emotional levels, as well as helping to restore and improve self-confidence and an awareness of self for both children and adolescents with ASD.

According to Berge form the book Music therapy, sensory integration and the autistic child. Publisher from Jessica Kingsley at London, England in 2002 mentioned that music also is a treatment that utilized brain function, social interaction, and

A song or a piece of music has the power to transform an individual and take them not only to a different state of mind, but quite possibly a different consciousness. Making or singing music also has the power to transform an individual. “There is a resemblance of music in pitch, volume, rhythm, melody and structure to the natural human expression of emotion in voice, demeanor and behavior” (Ushedo, 2006, 1). Making music can create an environment where it indirectly teaches individuals communication and social skills through the emotions brought out by the music. The social interaction between individuals with behavioral problems has been aided by using musical activities. It can “encourage or motivate communication through musical activities, which are responsive to the child to promote eye contact, turn taking, sharing, joint attention” (Stephenson, 2006, 297). While creating a calmer and more relaxed environment with musical activities, behavioral problems can be aided through the use of this form of music therapy.