Musical training impacts different forms of development in a child’s life which include communication, social-emotional, and motor development especially for children with disorders. Teaching music to children with special needs have raised a lot of concerns from both the Christian and secular worldview. Many laws are meant for ensuring the well-being of people with disabilities. The primary role of these laws is to guarantee equal treatment and access to facilities for individuals with disabilities. Music-based therapies in schools’ form approximately 12 percent of the strategies that are being used to ensure that children with disabilities acquire education. Education for these children is associated with musical experiences, perception-action linkages, and brain development (Cross et al., 2012).
Christian, secular and worldwide view
The Christian view on the support and education for disabled children forms its basis from the creation stories. The perspective and the fact that all people are born equal and have similar potential is a motivating factor in this sector. The knowledge acquired is based on evidence from scripture and experience. According to Ensign when the world beholds the children and teaches them music just like everyone else there is sharing of glory, wonder, and majesty of God. This should be done regardless of the physical limitations and challenges that their souls undergo every day. The Mockingbird is an example of an institution that supports the music education for disabled children. The organization use strategies such as competitive grants, emergency and tour-related grants for all children. There are some principles used in the Christian view when dealing with music for the disabled. They include:
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The music itself matters- the power in music gives wings to the mind and flight to the imagination. Every child is entitled to significant dreams and ideas on his/her future. When children with disabilities are given a chance to learn and attend music classes they tend to get a more comprehensive view of what they want to acquire in life. This is motivating in that they will have their esteem raised (Cross et al., 2012). Music is associated with skills, health, and general well-being.
Direct experience is best- there is something amazing associated with engaging students in musical activities like dancing, playing piano, making musical moves among others. When these children are encouraged to participate in musical activities, they enjoy the fun of experiencing music rather than observing others. Direct experience brings the power of music into the lives of particular groups of children depending on their type of disabilities.
Unconventional outlets are interesting- performing musical activities in unconventional venues can be inspiring to children. It might be impossible to engage children with some form of walking disabilities to move to those places. However, organizing their music classes and the environment, they are practicing music from can be of great importance.
Undeserved niches are great - taking an example of the Holland’s foundation which gives support to high school bands, their musical instruments serve even children with special needs. This support enhances musical improvisations.
There is a change in the secular culture in line with education for children with special needs. Life without melodies and harmonies for them is treated to be empty. The world is in the move to urge parents to bring up their children in what is referred to a ‘fearless parenting.' This is where a child is raised on the grounds of both Christianity and good citizenship in line with music education (Lindsay, 2013). Some secular types of music are specifically designed to teach the children on the core values that are outside Christianity. The world advocates for these kinds of songs to be taught even to the disabled children. The reason behind this is to give them a common feeling that the nation treats and view them to be equally important as other citizens. The world tries to bring out some facts and opinions on music education for children with special needs. Some of them include:
Music is universal and can reach all children
Secular music can teach social skills that are related to various activities of daily living
Some songs are written explicitly for special children with auditory sensitivity and other needs to help normalize their lives
Music can make a difference for special needs children between withdrawal and awareness and between isolation and interaction.
Music education can promote responsiveness and transformation for these children.
Music is for all children irrespective of challenges and in capabilities.
Active people can affect their worldviews and social environments. Special music education can improve the ability to be active for disabled children. The world relates the special music education with equalization, professionalism and culture improvement (Lefevre, 2014). When special needs children are embraced and given a chance to study music they gain interest in the major world issues that relate to human life. Examples include humanity and equality. The effects of music go beyond listening or playing. It brings people and families together by helping them get through things. There are some world known organizations that support music education for children. Some of them include VHI save the music education, The Roots of Music, Fender Music Foundation among others. These organizations work towards donating musical instruments to schools, supporting participation based on artistic ability, giving every child access to musical instruments and paying more attention in elementary music classes for all children (Lindsay, 2013). There are some types of musical instruments that most nations are on the move to deploy to be able to support the music education for disabled children. An example is the wind instruments that help students develop good breath control especially for those children with breathing difficulties and asthma. Holding vocal music classes is also beneficial in improving the student's voice and speaking abilities. Others include string and percussion instruments that provide an excellent opportunity to realize the potential that lies in those children.
As the philosophy of secular humanism works in real life situations, the same way it functions when it comes to giving reasons by music education for children. Secular humanism argues that human beings are capable of being ethical and moral even without religion. A study on people's views on raising humanist's kids shows that children should not be subjected to thinking critically about the tough questions concerning humanism. However, William Lane argues that these ideas and issues can be put down in music and taught to children in the form of songs. The interpretation of these songs will develop with time as the child grows. This is important in giving the children a free and informed choice on what to follow in life. The ethical values acquired from educative music matters most when it comes to making commitments and life decisions for children (Lefevre, 2014)
Conclusion
Music in itself is healing and has an explosive expression of humanity. It can touch the souls irrespective of age or gender. Music lessons benefit children with ADHD by developing the executive functions of a child's brain. In music education stories of successful disabled musicians brings out the lesson that even disabled people can be highly successful performers. It is also important to realize that music affects children even those who do not have ambitions to be famous in the music industry. This is because some valuable skills are gained from music and are essential in the daily activities that human beings undertake. Past research shows that children who study music have better spatial, verbal, mathematical skills. Music can ignite all areas of a child development to enhance all areas of child literacy. From birth, parents have been using music to calm, soothe, engage and help children express their emotions. This has created a culture in the society of educating children through informative music to improve their skills even in other activities.
References
Adderley, C., Kennedy, M., & Berz, W. (2016). “A home away from home”: The world of the high school music classroom. Journal of Research in Music Education , 51 (3), 190-205.
Cross, I., Laurence, F., & Rabinowitch, T. C. (2012). Empathy and creativity in group musical practices: Towards a concept of empathic creativity. In The Oxford Handbook of Music Education, 2 .
Gilbert, J. P., & Asmus Jr, E. P. (2015). Mainstreaming: Music educators' participation and professional needs. Journal of Research in Music Education , 29 (1), 31-37.
Lefevre, M. (2014). Playing with sound: The therapeutic use of music in direct work with children. Child & Family Social Work , 9 (4), 333-345.
Lindsay, G. (2013). Inclusive education: A critical perspective. British Journal of Special Education , 30 (1), 3-12.
