Special Education Administrators' Perceptions of Music Therapy in Special Education Programs

Music therapy has been shown to be beneficial in treating and remediating learning deficits in students with various disabilities currently served through special education services. As public schools face more financial constraints, it is evident that the development and/or maintenance of music therapy positions may be increasingly jeopardized. In this study, 81 surveys regarding Illinois special education program administrators' perceptions of music therapy efficacy and practice were completed. Responses pertaining to demographics, knowledge, and perceptions of music therapy were analyzed. Results indicated that graduate level studies and experience with music therapy programs were the two variables that had a significant effect on administrators' perceptions. Implications and recommendations for educational programming and professional preparation are discussed.