Presented by Joel Kroeker RCC, MA, MMT, MTA

Music Therapy in Special Education (6 credits)

Course Description

In this online presentation Joel will introduce some of the most effective music therapy interventions used within a special needs context and show how they can be applied by parents, professionals and educators. Through the application of multiple learning styles including lecture presentation format, aural and visual case study material and discussion.

Students will be shown effective music therapy interventions, recent research and their practical application within a special education setting including how to work effectively with learning and communication disabilities, emotional and behavioural disorders and physical or developmental disabilities.

This workshop addresses a wide spectrum of theories and models of music therapy for this client population and offers step-by-step goals and objectives relating to various cognitive, motor, affective, developmental and social domains. Join us to learn new interventions that actually work within clinical and educational settings and learn how to build effective interventions that are tailor made for your own personal setting.

Learning Objectives

Participants will be able to create at least 1 intervention for a Special Education setting
Participants will be able to describe how music therapy fits within a given educational setting
Participants will be able to identify at least 2 relevant goals and objectives within a specific educational context
Participants will be able to match at least 2 music therapy goals with current educational goals

Schedule

Introduction

1 hour Background, Theory and History of Music Therapy in Special Education

We’ll discover where Special Education is situated historically and theoretically in relation to music therapy and the therapeutic models that you are most familiar with.

1 hour- Overview of Music Therapy Tools and Resources in Special Education

Through clinical examples, extended instrumental techniques and discussion we’ll explore the most essential principles and how you can immediately incorporate these into your own work.

1 hour- Special Education interventions that work!

We’ll discover step-by-step how to work with specific therapeutic goals and objectives throughperforming, composing, improvising and listening in relation to a wide range of situations including individuals, groupwork, non-verbal communication and directive vs. non-directive approaches.

1 hour- How to match educational goals with therapeutic needs

We’ll learn how to work effectively within the scope of Individualized Education Plan programming while still harnessing the inherent inspiration and exuberance of the learners and achieving essential therapeutic goals.

30 minutes: Q&A and Wrap up

Evaluate by feedback form

1 hr Assignment

CBMT Domain Areas:

"II.D.1 Collaboration with the client and/or family/care partner and other professionals for treatment planning (e.g., goals, treatment preferences);

II.D2 Individualized treatment planning using evidence-based practices (e.g., professional expertise, research evidence, client preferences);

II.D.3 Service delivery model and schedule (e.g., imminent needs, length of service, travel distance, telehealth);

II.D.4 Identification of treatment progress and outcomes (e.g., short-term measurable objectives, long-term goals);

II.D.5 Cultural responsiveness and humility in treatment planning; II.D.6 Properties of musical instruments (e.g., acoustics, materials, sizes) ;

II.D.7 Goal-directed music and non-music experience/intervention design;

II.D.8 Accessibility adaptations to treatment (e.g., music selection, instruments, equipment, positioning, communication devices, technology);

II.D.9 External factors that may impact treatment planning (e.g., trauma, medication use, community involvement)"

III.A.1 Therapeutic pacing, sequencing, transitions, and intensity;

III.A.2 Task analysis and goal-directed session planning (e.g., time management, instrument selection);

III.A.3 Treatment modification within and across sessions based on the client's response and growth (e.g., alternate applications of music, appropriate music selection, adaptation of the physical/virtual session space);

III.A.4 Collaboration with other professionals to promote accessibility and support client progress (e.g., therapist, social worker, educator);

III.A.5 Transference and counter-transference in treatment;

III.A.6 Theoretical frameworks for music therapy treatment implementation (e.g., educational, developmental, neurological, psychological);

III.A.7 Music therapy methods used to support therapeutic outcomes (e.g., improvising, recreating, composing, listening, moving);

III.A.8 Music theory (e.g., composition, harmony, transposition) ;

III.A.9 Instrument and voice proficiency;

III.A.10 Clinical adaptation of musicianship to address therapeutic needs;

III.A.11 Effects of music elements and music experience (e.g., psychological, emotional, physical)

Music Therapy in Special Education is approved by the Certification Board for Music Therapists (CBMT) for 6 CMTEs-Continuing Music Therapy Education credits. . The Spiegel Academy, CBMT Approved Provider #P-106, maintains responsibility for program quality and adherence to CBMT policies and criteria

Class Description