A Transdisciplinary Approach to Promoting Self-Determination: Collaboration Between Special Education Teachers and Music Therapists

Self-determination consists of essential skills for students with disabilities because it gives individuals the power to make decisions based on their own needs and desires. Self-determination includes areas such as choice-making, goal setting, and self-directed learning. Music therapy is a service...

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Bibliographic Details
Published inTeaching exceptional children Vol. 56; no. 4; pp. 210 - 217
Main Authors Laura McAfee, Anna, Cheek, Aftynne E., Hensch, Maddy, Stone, Lexi
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2024
SAGE PUBLICATIONS, INC
Subjects
Collaboration
Exceptional children
Individualized education programs
Music therapy
Special education
Special education teachers
Students with disabilities
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Summary:Self-determination consists of essential skills for students with disabilities because it gives individuals the power to make decisions based on their own needs and desires. Self-determination includes areas such as choice-making, goal setting, and self-directed learning. Music therapy is a service that can be used to enhance self-determination for students within the educational setting. Through intentional collaboration, music therapists and special educators can bring together their expertise to promote self-determination in students with disabilities. As members of students’ Individualized Educational Programs (IEPs), both professionals are working towards the common interest of fulfilling individuals’ goals and needs. The authors of this manuscript outline and describe a three-step process for collaboration between music therapists and special educators to promote self-determination among students while also providing a vignette to demonstrate this practice.
ISSN:0040-0599
2163-5684
DOI:10.1177/00400599211068125