Children with Asperger's syndrome often show difficulties at their communication and social interaction areas. These make their ways of communicating and interacting quite unusual in relation to the social context, which hinders their ability to fit in with their peers and take part in leisure activities. Even though the Slovenia music education system is quite well established, special needs area is not discussed in the rulebooks and laws – it seems as if children with special needs do not exist in musical context. However, when discussing the issue with music pedagogues it becomes clear that children with special needs to take part in music schools, but neither are they of the teachers entitled to any expert help.
In my thesis, I researched most common areas of weaknesses for children with Asperger's syndrome and linked them to the research of musical abilities of people with Asperger's syndrome and to studies, which enlighten the effects of music on people with Asperger's syndrome. In my own research, I observed the changes a child with Asperger's syndrome showed while using some communication and social interaction techniques and strategies during music lessons with his study class. There were some significant changes in making contacts with peers and extended, longer conversations, less frequent and intruding communication patterns, gained ability of sharing emotions of fear and needs, and feeling ashamed while preforming in front of his class. Some of the changes also appeared in other environments, outside musical activities. Music proved to be the boy’s area of strength, which grew during music lessons. On the other hand, some important positive changes were visible in the boy’s weaker areas that point towards reducing his difficulties and enhancing his communication and social skills, and therefore being accepted by his peers and taking part in curricular and leisure time (in this case musical) activities.
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