Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities

Transcription

1 Journal of the European Teacher Education Network 2015, Vol. 10, 1-12 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities Abstract Liza Lee Chaoyang University of Technology, Taichung, Taiwan The purpose of this study was to investigate the impact of music activities incorporating Soundbeam technology on improving the development of children with multiple disabilities. Four 2-6 year-old children with multiple disabilities enrolled at an early intervention center in central Taiwan were selected by purposive sampling to participate. The duration was 16 weeks with 50-minute instructional sessions once per week. The methodology of the study used a quantitative analysis to measure validity based on assessment scales used in the observation forms by three observers and a qualitative study using interviews with parents and researcher s teaching log. The results of the study were the following: 1. Through the music activities incorporating Soundbeam technology the participants positive emotions were elicited progressively. 2. Music activities incorporating Soundbeam technology have positive effects on the communication skills for children with multiple disabilities. After obtaining positive results for the participants, the researcher values a high degree of applying Soundbeam technology with music activities in the field of special education. Key words: Soundbeam technology; Emotion; Communication; Music activities; Children with disabilities Introduction Background People interact with music in various ways, such as singing, playing, moving, listening and use them in the creation of music. For children with multiple disabilities, active participation in music experiences is as essential for their development as it is for children in general education. When disabilities interfere with a child's ability to respond actively to music, adaptations may be both advantageous and necessary for their active participation. Motivation of the Study Children with disabilities are often passive onlookers in music education, because their limitations may prevent them from fully participating in music experiences. Assistive technology devices have been designed to help children participate more actively and more completely in the educational process. In the music education classroom, assistive technology can be used to help children create, perform, and interact with music. Through the researcher s latest study (Lee, 2011), the results showed technology-based music activities provided positive effectiveness for young children with disabilities; therefore, the next step is to expand the participants and apply this method to more children with disabilities

2 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities The purpose of the study The purpose of the study was to investigate the impact of music activities incorporating Soundbeam technology on improving the developments of children with multiple disabilities. The specific purposes of the study were: 1. Investigating the impact of music activities incorporating Soundbeam technology for children with multiple disabilities on increasing positive emotions. 2. Investigating the impact of music activities incorporating Soundbeam technology for children with multiple disabilities on increasing communication skills. Research questions According to the purposes of the study, the research questions were: 1. Will the music activities incorporating Soundbeam technology be helpful for children with multiple disabilities on positive increasing emotions? 2. Will the music activities incorporating Soundbeam technology be effective for children with multiple disabilities on increasing communication skills? Literature review According to The Individuals with Disabilities Education Act, children with multiple disabilities have a combination of various disabilities that may include: speech, physical mobility, learning, intellectual disability, visual, hearing, brain injury and possibly others. Along with multiple disabilities, they can also exhibit sensory losses, behavior and/or social problems (Singh, 2010). It is often observed that children with multiple disabilities may be very strong responses to music and sounds (McPhail, 2002). However, as Ockelford (2008) observes: music education for children and young people with complex needs is still a pedagogical infant (p. 3). Music Therapy for Children with Disabilities According to the American Music Therapy Association (AMTA, 2000), a range of empirical literature supports the effectiveness of music therapy in increasing the skills and abilities of young children in the areas of (1) social and emotional behaviour, (2) motor skills, (3) communication skills, (4) language and vocal production, and (5) preacademic and academic skills. The efficacy of these outcomes is enhanced by the power of music to arouse emotions that can be used to motivate and engage clients toward achievement of their therapeutic goals (AMTA, 2000; Kaplan, 2008). Music serves as a stimulating and fun medium, which that helps engage children in activities promoting developmental skills (Kennelly, 2000). Through using musical interactions and interventions, music therapy can help children with disabilities learn both functional and academic skills necessary to lead independent, fulfilling lives. Music therapy has been widely reported to play an important role in stimulating and facilitating learning and development in young children with special needs, such as autistic spectrum disorder, Down Syndrome, visual impairment, hearing loss, developmental delay, cerebral palsy and learning difficulties. (Schwartz, 2008; Wigram et al., 2002). 2

3 Liza Lee Music reinforces learning motivation and attentiveness Children with disabilities are motivated to learn through music because it offers an easier way of communication than spoken language (Boxill & Chase, 2007). According to Cheong-Clinch (2009), the use of songs and chants reinforces attentive behavior, a prerequisite skill for learning in a group instructional setting, listening skills, as well as phonemic discrimination, all of which are necessary for early literacy and language development. According to a study (Kim, Wigram, & Gold, 2008), improvisational music therapy has long been noted for its efficacy in engaging autistic children at their level and interest, and helping them to develop spontaneous self-expression, emotional communication and social interaction. Music to Model Behavior Music presents a natural environment where collaboration and cooperation are vital in the creation of melodic and interpersonal harmony. Young children with disabilities are encouraged to practice following directions, taking turns, identifying, playing and passing instruments, and remaining on-task throughout musical activities (Lane, 2009). These skills are transferable to other social settings and when learned in a positive manner, children will be more likely to access and apply their new set of skills. Researchers also indicate that music therapy program successfully promote positive bonding, communication skills and parent-child interactions (Abad & Willians, 2007). Soundbeam for children with disabilities Soundbeam is a device that converts physical movement into sound. Using ultrasonic sensors, the Soundbeam system detects the speed, gate and distance of even the smallest movements you make with anything from a fingertip to the entire body. These ultrasonic signals are converted by the Soundbeam controller into MIDI information that can then be processed by a sound module, keyboard, or sampler (Soundbeam Project, 2003). Soundbeam provides a medium through which even profoundly physically disabled or learning impaired individuals can become expressive and communicative using music and sound. Its success rests upon two factors: the sensitivity of the beam means that even the most unreachable or immobilized individuals can play independently; secondly, electronic technology makes available a huge palette of possible sound worlds, releasing the player from the traditional limitations of percussion-based activity (Soundbeam Project, 2003). Soundbeam is a musical instrument that can be played by children with special needs through use of movement in space from very minimal such as eye movements through to dancing (McPhail, 2003). Soundbeam technology provides a medium through which even profoundly physically disabled or learning impaired individuals can become expressive and communicative through using music and sound (Ellis, 2007, 2008). Soundbeam for young children with disabilities Sound Therapy was developed in the early 1990s by Professor Ellis, at a school for children with learning difficulties and mental disabilities (Soundbeam Project, 2003). It was also tried at facility for the elderly (Ellis, 1997). Technology and aesthetic response are combined to create sound therapy, which can help interaction and communication skills development in a non-interventionist method (Ellis, 1995). Sound therapy has become vibroacoustic sound therapy (VAST), which has been tested on the elderly 3

4 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities (Ellis, 2004a, b). This uses a device to reinforce Soundbeam-created sounds, as well as relaxing the user. Ellis work at the imuse (interactive Multi-Sensory Environment) research center at Sunderland University is focused on the elderly and also produces graphical feedback. This multi-sensory approach has been shown to bring delight and pleasure to children with cerebral palsy (Ellis, 2006). A study shows(ellis, 1995) that sound therapy is a non-interventionist approach can encourage users interaction and development of their communicative skills. It combines the power of new technologies with an aesthetic response to sound (Ellis, 1995). Through sound therapy sessions, a child with autism made progress in many areas of development, such as movement control, attention span, eye contact, vocalization, social interaction and positive emotions (Ellis & Van Leeuwen, 2000). A research found the effectiveness of using Soundbeam technology on developing creativity for 4 young children in a mainstream classroom (Lee 2009). One study indicates after 22-week instructional sessions, the results showed the positive efficacy of using Soundbeam technology on enhancing the participant with autism disruptive behavior and other areas of development, such as: cognitive, language, attention span and emotions (Lee 2010). A Soundbeam research demonstrated the use of Soundbeam technology in enhancing a child with Williams Syndrome development, the results showed the efficacy of using Soundbeam and music activities to aid in the development of the participant s motor skills. Using software that provides a visual stimulus and Soundbeam equipment together, a participant became more interested in movement. Furthermore, the young child s attention span was also improved through an assessment of music activities (Lee 2011). Through the literature review and researcher s studies, the combination of technology and music demonstrated that not only is there benefit for children in mainstream classroom, but also benefit for children with disabilities. Methodology The methodology of the study used a quantitative analysis to measure validity based on assessment scales used with a pre-test and post-test by the classroom teacher, a 1-5 scale observation forms by three trained observers and qualitative data using interviews with parents, classroom teachers and anecdotal observation reports from three trained observers. Participants and setting The participants were four 2-6 year-old children who had received a clinical diagnosis of having visual impairment and severe disabilities. They were enrolled in a non-profit early intervention center in Taichung, Taiwan, and were selected by purposive sampling to participate in the study. The criteria of participants included: age from 2-6 years old, diagnosed visual impairment with multiple disabilities by a medical doctor and enrolled in the research place. 4

5 Liza Lee Table 1: The criteria of the participants Information Participants Age Sex Syndrome Diagnosis A 2.9 Male Visual impairment with developmental disability & cerebral palsy B 5.3 Male Visual impairment with autism C 4.2 Female Visual impairment with developmental disability D 6 Female Visual impairment with cerebral palsy Duration This was a 16-week study, with 50-minute sessions once per week of specific, studyfocused music activities engaging parental involvement. Prior to the formal teaching, 4 observations were taken by the researcher, 3 observers and the classroom teachers to obtain the participants condition. Research and curriculum design The study was implemented through 2 phases of music activities. The duration of the first stage was 4-week sessions with music activities; the second stage was 12-week sessions with music activities and Soundbeam technology. Four participants were in a group setting to participate in the study. The goal of the first stage was aimed to increase the participants positive emotions, such as calm, smiling and laughing using music activities in a group setting. The goal of the second stage was to continue improving the participants positive emotions and enhancing their communication skills using music activities with Soundbeam technology in a group setting. All observations of the participants undertaken during all sessions were recorded on videotape. A whole curriculum framework has been developed and tested by researcher s hands-on teaching for 9 years. The curriculum contents include a Hello Song, Attendance Song, Musical Movement, Music Appreciation, Musical Storytelling, Relaxation Time and a Goodbye Song. Assessment The assessment instruments included the children s information from the medical doctor and the early intervention center; semi-structured observation forms to gather data on the development of emotional responses and communication skills from the parents and three observers who were trained graduate students; interview reports from the teacher at the early intervention center and the parents at home and teaching logs from the researcher. In assessing the participants initial behavior, prior to the formal teaching, 4 observations were taken to obtain the participants condition. The baseline observations concluded when the observers were in agreement about the specific nature of the participant s behavioral and developmental challenges. 5

6 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities All intervention sessions were recorded on video and these were viewed and scored by three trained observers. At the end of the study, seven social reliability assessment reports were completed by four parents and three observers. According to Gaulin et al. (2003) emotion is associated with mood, temperament, personality, disposition, and motivation. Motivation directs and energizes behavior, while emotions provide the affective component to motivation, positive or negative. In the observation form of assessing the participant s emotions, it was scored on a 1-5 scale on a range of aspects related to emotion responses. For the assessment standard of emotion responses, a score of 1 indicated the participants had 100% negative response, such as disruptive behavior. A score of 5 showed the participants had full positive response throughout the therapeutic session, such as smiling or laughing. For the assessment standard of communication, a score of 1 indicated the participants had no understanding of spoken language, such as no ability to follow the instructions by spoken language or physical reactions. A score of 5 showed the participants had full understanding of the instructions and responded by spoken language and/or physical reactions. Results The results were based on the observation forms, interview reports and teaching logs. The Changes of the Participants Emotion Statuses and Behaviors The comparison of the participants emotion statuses and behaviors between baseline and intervention are shown in Table 1. Table 1: The comparison of the participants emotion status and behaviors between baseline and intervention Comparison Participants A B C D Baseline Sessions (beginning) Negative Positive emotions & emotions & Behaviors Behaviors Angry Crying, Screaming, Clamoring, Self-injury Hitting Angry, Crying, Clamoring, Screaming Crying, Clamoring, Screaming Crying, Clamoring No positive emotions No positive emotions No positive emotions No positive emotions Intervention Sessions (the end) Negative Positive emotions & emotions & Behaviors Behaviors Clamoring, Crying Clamoring, Crying No negative emotions No negative emotions Calm, Laughing Calm, Smiling, Laughing Calm, Smiling, Laughing Calm, Smiling, Laughing, 6

7 Liza Lee Singing From Table 1, it is obvious that all participants with negative emotions and behaviors made progress to more positive performance at the end of the study. At the beginning, the 4 participants were in an unstable status by showing their negative emotions, such as angry and negative behaviors, including crying, screaming, clamoring etc. Figure 1: The process of the participants changes of emotion statuses Score Emotions A B C D Week The first and primary goal was to fulfill basic needs for the participants. This involved creating an emotionally stable and predictable environment that fostered feelings of security, love and acceptance along with finding ways of self expression. Figure 1 shows the 16-week process of the participants changes of emotion statuses scored by 3 observers. The average score from the beginning of 1 to the end of 3 indicates the results had the effective impact for the participants on positive emotions and behaviors. The baseline Prior to formal teaching, 4 participants performed very negative emotions and behaviors, such as: anger, crying, screaming, clamoring and hitting. Participant A also demonstrated a serious behavior that involved self-injury most of the. Therapeutic session of emotion statuses and behaviors: phase 1 (week 1 to week 4) The first intervention from week 1 to week 4 used music activities to enhance the participants positive emotions. Participants A and B did not show any positive emotions but instead cried and clamored. At this stage, the self-injury behavior still occurred with Participant A. Participants C and D showed slight changes at week 2. They were more used to the environment and made progress from crying all of the to smiling somes. Therapeutic session of emotion statuses and behaviors: phase 2 (week 5 to week 16) The second intervention from week 5 to week 16 used music activities incorporating Soundbeam technology to enhance the participants positive emotions and behaviors. The result showed a big difference between phase 1 and phase 2. While using Soundbeam technology, 4 participants made progress on the positive emotion expressions. All participants were attracted by the various sounds of Soundbeam 7

8 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities technology. According to the observation reports and teaching log, Participant A and B stopped crying while listening to the animal sounds. In the parental report, Participant C s mother said her daughter smiled and showed her happiness by holding her tight. Participant D made her first sound at week 5. Now I can tell she is really happy because she only smiles and holds me tight when she is happy. (P-W8-Cc) Oh my god, I was speechless when she made her first sound, aah. (P-W5-Cd) According to the teaching log and reports from the observers and parents, Participant A was not stable at the beginning. At week 6, 8, 9 and 12, due to sickness, he presented very negative emotions and behaviors. He only made progress slightly but became more stable by the end of the study. Participant B was very sensitive to the sounds. He did not change at Phase one, but made stable progress gradually at Phase two. At week 12, it seemed he liked the arpeggio sounding so his score went up. Participant C was shy, but liked music very much. She was progressively more stable. At week 10, she had a cold. It caused her to be emotionally unstable, so the score went down to 1. At week 14, her emotions status was affected by her mother s absence. Participant D has perfect pitch. She made the most effective progress among the participants. According to her mother, she cried at the first session, but she played the song she learned from the session on the melodic bells at home. From week 2 to week 7, her progress became more stable. At week 8, due to sickness, her score went down a bit. According to the observers and the parent s observation report, Participant D would hum or sing the songs with a pleasant mood during the sessions. While the curves went up and down, all participants emotional statuses and behaviors became more positive at the end. The Changes of the Participants Communication Skills The second main goal was to promote the participants communication skills in understanding instructions, responding to instructions by physical responses and spoken language. Table 2: The comparison of the participants communication skills between baseline and intervention Comparison Baseline Sessions (beginning) Intervention Sessions (the end) Participant A B C D No understanding Most of the Most of the Most of the Most of the Understand by physical responses most of the most of the most of the most of the Understand by spoken language No spoken language No spoken language most of the most of the No understanding Somes Somes Understand by physical responses Responded with & spontaneously Responded with & spontaneously Understand by spoken language Spoke single word with Spoke single word with Spoke words with & Spontaneously Spoke/sang words with & Spontaneously 8

9 Liza Lee Figure 2: The process of the participants changes of communication skills Score Communica*on A B C D Week The figure 2 and table 2 showed the participants communication skills were unstable, but they still indicated their changes going up gradually. The baseline Prior to the formal teaching, 4 participants had no spoken language most of the. They had difficulty understanding and following instructions by physical responses and spoken language in the classroom. Therapeutic session of communication: phase 1 (week 1 to week 4) The first intervention from week 1 to week 4 used music activities to enhance the participants communication skills. Participants A and B did not understand the instructions at phase one. Participant C made changes at week 3 and participant D s changes started at the second week. Therapeutic session of communication: phase 2 (week 5 to week 16) The second phase of the session started using Soundbeam technology with music activities. All participants made significant progress at the first session of week 5. Participant A was the youngest one in the session. It might be one of the reasons for his slow and unstable development. From Figure 2, the curve went down to the lowest point for 7 weeks. According to the observation reports and teaching log, he started making progress by speaking single words with at week 5. In the parental report, his mother said Participant A was sick often. This also might cause the effectiveness of his development and learning. For Participant B, Soundbeam technology seemed to attract him the most. After playing sound effects from Soundbeam, Participant B became more attentive to the environment. In the parental report, Participant C s mother said she was shy most of the. It was the main reason of taking a while to get used to the curriculum model for Participant C. At week 10, Participant C was sick, so she did not perform well on communication skills. After recovering from her illness, she reached 9

10 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities the highest point at week 11. Overall her progress on the communication skills was gradually stable. Due to physical restriction, Participant D needed a lot of from her mother and the instructor. The parental report showed Participant D would remember all the songs she learned from the class. According to her mother, she would hum and sing at home while they reviewed the class contents. From week 10 to the end of the session, Participant D performed well on communication skills with the instructors and other people. Figure 2 indicates Participant D was the most stable participant in the session. Social validity The use of social validity is to focus on whether the teaching goals, the intervention techniques used and the outcomes achieved are acceptable, relevant, and useful to the individual in the research teaching. In order to support objective results, a feedback form was used by 4 parents, and 3 observers. All respondents gave positive support for the study, and scored various aspects on a 1-5 scale. A score of 1 for questions in the goals section indicate that the respondent strongly disagreed with whether a goal of the study had been met; a score of 5 showed that they strongly agreed that a goal had been met. A score of 1 for questions in the Emotions & Communication skills section indicate that the respondents agreed the participants regressed a lot; a score of 5 showed that they agreed that the participants progressed a lot. Table 1: Social validity Items Part I Goals Items Part II The effective -ness of the study Feedback Questions Strongly No Strongly Disagreed Agreed Disagreed comments Agreed (2) (4) (1) (3) (5) 1. The research teaching has a crucial meaning for young children with multiple disabilities. 2. The research goals fit the needs of young children with multiple disabilities. 3. Soundbeam technology has positive effects on young children with multiple disabilities. 4. Soundbeam technology is a safe, not dangerous learning method and good for young children with multiple disabilities. 5. You accept the use of Soundbeam and music activities to teach young children with multiple disabilities. Total of the percentage 0% 0% 0% % 4% Feedback Questions Regressed Regressed No progress Progres Progress a lot (2) (3) sed ed a lot (1) (4) (5) 1. After taking the research class, the participants positive emotions are Total of the percentage 0% 0% % 8% 4% 2. After taking the research class, the participants communication skills are Total of the percentage 0% 0% % % % 10

11 Liza Lee If you have other thoughts or opinions other than the description above, please write down here: Conclusions and further research Conclusions The results of the study provide support for the effectiveness of music activities incorporating Soundbeam technology on motivating and improving the participants positive emotions and communication skills. Further, the study was able to prove a safe and non-threatening environment can be used in a music class that is invaluable in providing the opportunity for the learning by children with multiple disabilities. The children with multiple disabilities are often unable to be involved in music classes that use traditional learning methods. Soundbeam technology, anyone can create, perform and participate. a more well-rounded education that includes music and Soundbeam technology, children with multiple disabilities can go on to enjoy more opportunities of playing music in their school days ad daily life. After the completion of the study, the conclusions of the study were the following: 1. Music activities incorporating Soundbeam technology are ideal and fun way for children who need more exposure or practice in a motivating setting. 2. Soundbeam technology had dramatic effects for all participants to soothe and calm their moods. 3. The ability of emotion control is always a crucial therapeutic goal for children with multiple disabilities. When combining the music activities with Soundbeam technology, the effect was more remarkable. 4. Sounbeam technology and its related equipment, such as sensors and switches are able to make wonderful activities for children with multiple disabilities, such as those with cerebral palsy and visual impairment. These children can get musical feedback from whatever movement they have. Further research The conclusions of this study demonstrate no clear pattern of improving target objectives during periods of intervention for Participant A. It is possible due to the length of data collection was not extensive enough to note a significant change in behavior following intervention. Participant B with autism requires daily routine and structured activities due to the sensitive nervous system, making any changes in scheduling difficult. Therefore, recommendations include a longer period of data collection to allow patterns of behavior to be established and adjustments to schedule changes to occur. References American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders IV, Text Revision (2000). Washington, D C, American Psychiatric Association. Abad, V. & Willians, K. E. (2007). Early intervention music therapy: report on a 3-year project to address needs with at-risk families. Music Therapy Perspectives, 25, Boxill, E. H. & Chase, K. M. (2007). Music therapy for developmental disabilities (2 nd ed.). Austin: Texas: Pro-Ed. Cheong-Clinch, C. (2009). Music for engaging young people in education. Youth Studies 11

12 Investigating the Impact of Music Activities Incorporating Soundbeam Technology on Children with Multiple Disabilities Australia, 28(2), Ellis, P. (1995). Incidental music: A case study in the development of sound therapy. British Journal of Music Education, 12, Ellis, P. (1997) The music of sound: a new approach for children with severe and profound and multiple learning difficulties, in the British Journal of Music Education, 14 (2), Ellis, P. (2004 a). Improving quality of life and well-being for children and the elderly through vibroacoustic sound therapy. En Computers Helping People with Special Needs, tomo 3118 de Lecture Notes in Computer Science, páginas Springer-Verlag, Ellis, P. (2004 b). Vibroacoustic sound therapy: Case studies with children with profound and multiple learning difficulties and the elderly in long-term residential care. Studies in Health Technology and Informatics, 103, Ellis, P. (2006). The development of interactive multisensory environments for expression, Keynote, Luxembourg Society for Music Therapy. Ellis, P. (2007). The development of interactive multisensory environments for expression, Keynote, Luxembourg Society for Music Therapy. Ellis, P. (2008). Sound therapy. Paper presented at the International Conference for the Academic Year: The Application of Technology for Early Childhood Education and Special Education. Taiwan: Chaoyang University of Technology. Ellis & Van Leeuwen, (2000). Living Sound: human interaction and children with autism. Paper presented at ISME commission on Music in Special Education, Music Therapy and Music Medicine, Regina, Canada. Kaplan, R. S. (2008). Book review of music therapy group work with special needs children. Journal of Music Therapy, 45(4), Kennelly, J. (2000). The specialist role of the music therapist in developmental programmes for hospitalised children. Journal of Pediatric Health Care, 14(20), pp Kim, J., Wigram, T., & Gold, C. (2008). The effects of improvisational music therapy on joint attention behaviours in autistic children: A randomized controlled study. Journal of Autism & Developmental Disorders, 38(9), Lane, D. (2009). Toddler rock: music therapy at its best. Journal of Popular Music Studies, 21(1), Lee, L. (2009). An action study on developing young children s creativity and physical movement through modern technology. The Journal of College of Humanities and Social Sciences, 7(2), Lee, L. (2010). Assessing the effectiveness of applying Soundbeam technology on enhancing an autistic child s disruptive behaviors and development. Proceeding of the 18 th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine (pp ). International Society for Music Education (ISME). Lee, L. (2011). A case study on integrating Soundbeam technology and music activities to enhance a special needs child s development of motor skills and attention span. The Journal of College of Humanities and Social Sciences, 9(1), McPhail, P. (2002). Let's Communicate. Buckinghamshire, England: Soundabout. McPhail, P. (2003). Soundbeam in special education: movement into music. Buckinghamshire, England: Soundabout. Ockelford, A. (2008). Music for children and young people with complex needs, Oxford: OUP. Singh, M. (2010). Education of children with special needs. New Delhi: Kanishka Publishers. Schwartz, E. (2008). Music, therapy and early childhood: a developmental approach. Gilsum, NH: Barcelona Publishers. Soundbeam Project (2003).Soundbeam 2. Web link: Wigram, T., Pedersen, I. N. & Bonde, L. O. (2002). A comprehensive guide to music therapy: 12

13 Liza Lee theory, clinical practice research and training. London Philadelphia: Jessica Kingsley Publishers. Wright, P. W. D. & Wright, P. D. Wright (2004). IDEA 2004, Wrightslaw. 13