Abstract:

This study aims to introduce pedagogical music therapy (PMT) techniques to special education teachers (SETs), who are graduates of the Education of Students with Intellectual Disabilities Program at the Special Education Department. It also aims to help SETs experience the effects of PMT applications on the education and development of children with special needs, as well as to initiate a mobilization process in their professional development. The qualitative data are presented through the case description model within the interpretive paradigm. The data were collected through surveys; and in order to draw more reliable conclusions, a hands-on Seminar on Pedagogical Music Therapy in Special Education (SPMTSE) was organized for SETs working in special education (SE) field. The resulting data were used to determine the perspectives of SETs on the use of music therapy in SE, to explore their states of musical perception and musical competence, and to investigate their uses of music-based practices in (MBP) class, as well as implementation of these for students' education and development in areas other than music. After the SPMTSE, SETs observed the therapeutic effect of music in SE on pedagogical goals other than music, at the developmental level. Besides, it was possible for SETs to use PMT elements with pedagogical aims for the development of SE students in areas other than music, and this contributed to their professional development. Another finding was that SETs need more training to increase their professional motivation in the field.However, the multi-disciplinary boundaries within which SETs might use the PMT elements that require a basic level of musical competence on teacher's part remain an implication for future studies.

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