Date of Award
Spring 5-18-2024
Document Type
Thesis
Degree Name
MAE - Master of Arts in Expressive Therapies
Department
Expressive Therapies
Advisor
Basel Zayed
Abstract
Mental health directly impacts student propensity for making academic progress in the public education system. For children with disabilities, it is especially vital to develop and implement techniques within special education that deliver personally tailored benefits. According to the United States Department of Education, music therapy offers highly effective support to a wide range of students within the school setting so that they may achieve academic success and be supported in their social/emotional development (U.S Department of Education, 2011; AMTA, 2021). In examining the multifaceted ways that music therapy can offer support within the structure of education and mental health, this thesis (I) reviews current literature surrounding the efficacy of music therapy to address common issues in special education and (II) advocates for increasing the service of board certified music therapists as a routinely used resource within the Massachusetts special education system.
Creative Commons License
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Recommended Citation
Diamond, Bonnie, "Music Therapy as a Support Model in Massachusetts Special Education: A Literature Review" (2024). Expressive Therapies Capstone Theses. 814.
https://digitalcommons.lesley.edu/expressive_theses/814
Revised Draft to include approval letter
Included in
Child Psychology Commons, Clinical Psychology Commons, Counseling Commons, Counseling Psychology Commons, Disability Studies Commons, Music Practice Commons, Music Therapy Commons, Social Justice Commons, Social Work Commons, Theory and Philosophy Commons
Rights
The author owns the copyright to this work.
