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O Ensino da Música na intervenção na Perturbação do Espectro do Autismo
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A música tem emergido como uma ferramenta de intervenção favorável para crianças com Perturbação do Espectro do Autismo (PEA). A sua abordagem atrativa e facilitadora promove a interação social e comunicação, áreas de funcionamento afetadas nesta perturbação. Este estudo, com recurso à metodologia qualitativa, especificamente ao estudo de caso único, tem como objetivo perceber como a música, abordada no âmbito da sua formação num Conservatório de Música da região Centro do país, poderá beneficiar um jovem com PEA ao nível sociocomunicacional e comportamental no seu contexto de vida diária. A recolha de dados baseou-se em observações naturalistas em contexto de sala de aula, entrevistas semiestruturada com a encarregada de educação, com professores e o própio jovem, bem como análise documental de relatórios clínicos e pedagógicos. O trabalho fundamenta-se em abordagens teóricas que relacionam neurodesenvolvimento, música e educação especial, destacando o impacto positivo da música na expressão emocional, atenção, socialização e autorregulação. Os resultados obtidos demonstram uma influência marcante da Educação Musical na promoção das competências socioemocionais e comportamentais no seu dia a dia. Destaca-se a importância da sensibilidade dos docentes ao adaptar suas estratégias metodológica no desenvolvimento de ambientes de aprendizagem musical. Conclui-se que a música, enquanto prática educativa, desempenha um papel fulcral na construção da autonomia, da socialização, comunicação e da inclusão do aluno com PEA no contexto escolar.
Music has emerged as a favourable tool of intervention for children with Autism Spectrum Disorder (ASD). Its engaging and facilitative approach promotes social interaction and communication, two areas often affected by this condition. This study, based on a qualitative methodology and designed as a single case study, aims to understand how music education, developed within a Conservatory of Music in the Central region of Portugal, may benefit a young person with ASD at the socio-communicational and behavioural levels in his daily life context. Data collection was carried out through naturalistic classroom observations, semistructured interviews with the student’s guardian, teachers, and the student himself, as well as documental analysis of clinical and pedagogical reports. The study is grounded in theoretical approaches that link neurodevelopment, music, and special education, highlighting the positive impact of music on emotional expression, attention, socialisation, and self-regulation. The results demonstrate a significant influence of Music Education in promoting socioemotional and behavioural competences in the student’s daily routines. The importance of teachers’ sensitivity in adapting their methodological strategies to foster inclusive and supportive learning environments is also emphasised. It is concluded that music, as an educational practice, plays a pivotal role in fostering autonomy, socialisation, comuncation and inclusion of students with ASD within the school context.
Music has emerged as a favourable tool of intervention for children with Autism Spectrum Disorder (ASD). Its engaging and facilitative approach promotes social interaction and communication, two areas often affected by this condition. This study, based on a qualitative methodology and designed as a single case study, aims to understand how music education, developed within a Conservatory of Music in the Central region of Portugal, may benefit a young person with ASD at the socio-communicational and behavioural levels in his daily life context. Data collection was carried out through naturalistic classroom observations, semistructured interviews with the student’s guardian, teachers, and the student himself, as well as documental analysis of clinical and pedagogical reports. The study is grounded in theoretical approaches that link neurodevelopment, music, and special education, highlighting the positive impact of music on emotional expression, attention, socialisation, and self-regulation. The results demonstrate a significant influence of Music Education in promoting socioemotional and behavioural competences in the student’s daily routines. The importance of teachers’ sensitivity in adapting their methodological strategies to foster inclusive and supportive learning environments is also emphasised. It is concluded that music, as an educational practice, plays a pivotal role in fostering autonomy, socialisation, comuncation and inclusion of students with ASD within the school context.
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Perturbação do Espectro do Autismo Educação Musical Comunicação Interação Social Comportamento Autism Spectrum Disorder Music Education Communication Social Interaction Behaviour