Culture Matters: Latin American Cultural Attitudes toward Disability and their Implications for Music Therapists Working with Young Children Ilene Berger Morris, MM, LCAT, MT-BC Alternatives for Children Suffolk County, NY
Fernando is a beautiful 4-year-old boy with wavy black hair, big round eyes, and a diagnosis of Autism Spectrum Disorder (ASD). His mother carries him cradle-style into the special education center. When she sets him on his feet in the meeting room, he drops to the floor and screams, until she pulls him to her and lifts her blouse to nurse him. Two of the professionals present for Fernando’s CPSE meeting exchange a disparaging glance. Seeing through a cultural lens affords us a different interpretation of attitudes and behaviors that may otherwise seem incomprehensible or unacceptable. As client population groups become more diverse (Darrow & Molloy, 1998; Young, 2009), the challenge of understanding cultural distinctions and cultivating diverse cultural awareness becomes greater for service providers such as music therapists. Shapiro (2005) maintained that acknowledging culture results in an enhanced therapeutic relationship and a sense of mutual respect. Gaston (1968) pointed out that in order for music therapy to be effective and to elicit desired responses, the music used must be sufficiently familiar and specific to one’s culture. The American Music Therapy Association (AMTA) recognizes in its Standards
imagine 4(1), 2013
of Clinical Practice the necessity of incorporating “music, instruments, and musical elements from the client's culture as appropriate” into treatment planning (AMTA, 2011). In order to create the most relevant musical experiences for a culturally diverse clientele. Music therapists must expose themselves to and familiarize themselves with the music, culture, and language of their clients to the greatest degree possible (Moreno, 1988). The 2010 Census counted 50.5 million Hispanics in the United States, comprising 16.3% of the nation’s population. Already the largest minority, Latinos are the fastest-growing population in the United States. Among children ages 17 and younger, there were 17.1 million Latinos in 2010, or 23.1% of this age group. (Pew Hispanic Center, 2011). Therapists and other professionals who work with young children with developmental and neurological disabilities are familiar with some of the common goal areas for these clients. An Individual Education Program (IEP) may indicate the child’s need to increase self-help skills. A teacher may expect the child to independently follow a classroom routine. A psychological evaluation may point to the child’s need for autonomy and empowerment. A
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