Teaching in-tune: educational strategies to support music learning for students with Autism Spectrum Disorder in private studio instruction
This study aimed to examine educational strategies used to facilitate music learning for students with autism spectrum disorder (ASD) in instrument-specific, private studio instruction. An internet-based, eight question survey was completed by five music educators from a private institution for special music education in Eastern Ontario. The survey results suggested the use of a variety of educational strategies, with some consensus on most effective strategies. The results demonstrated that private studio educators may be selecting strategies as a way of enhancing the inherent skills required for a variety of key concepts within music education. It was evident that special music educators employed educational strategies consistent with literature in special education, ultimately supporting the success of students with ASD in private music lessons.