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Music Education for Children with Autism Spectrum DisorderA Resource for Teachers$
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Sheila Scott

Print publication date: 2017

Print ISBN-13: 9780190606336

Published to Oxford Scholarship Online: January 2017

DOI: 10.1093/acprof:oso/9780190606336.001.0001

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(p.129) 5 Moving
Music Education for Children with Autism Spectrum Disorder

Sheila J. Scott

Oxford University Press

Children with autism spectrum disorder commonly display challenges in motor control. These difficulties emerge in several aspects of motor learning, including gait and coordination, motor planning, the use of tools or objects, and the imitation of another’s actions. Chapter 5 begins with an overview of research literature that profiles the challenges encountered by children with ASD in motor development. This overveiw is followed by a summary of the benefits of movement interventions, and descriptions of strategies that help these children practice and refine motor proficiencies. Music education provides students with opportunities to practice skills related to body awareness (how the body moves) and spatial awareness (moving in place or through space). They also explore effort or energy (exploring force, speed, and weight), and relationships (moving alone, with partners, or in groups) while playing the musical games described here.

Keywords:   Autism in education, Gesture, Imitation, Motor ability, Movement education, Music education

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