The implementation of Music Life Skills in Schools for Specific Purposes

Abstract

This mixed methods study explores the implementation of Music Life Skills in Schools for Specific Purposes (SSPs) in New South Wales, focusing on the perceptions of educators and their programming methods, in order to determine the suitability of this program for students with intellectual disabilities and/or developmental disorders. Case studies of two schools were conducted. Participants were students with special needs and their classroom teacher. In these settings, data were collected through semi-structured interviews with teachers and observations of music lessons. Additional questionnaire data were collected from educators at a selection of SSPs. Data were analysed through open and axial coding. Three common themes emerged from the data: experience and perceptions of educators; programming and teaching strategies; and student responsiveness. The findings of this study contribute to the limited body of research in regard to Music Life Skills and programs available for students with disabilities in Australia. Recommendations are made for further study, including implementation of Music Life Skills in other contexts, such as the inclusive setting.