taiwan
References Ministry of Education. (2014). Education in Taiwan. Retrieved from https://stats.moe.gov.tw/files/ebook/ Education_in_Taiwan/ 2014-2015_Education_in_Taiwan.pdf Ministry of Justice. (2014). The Special Education Act. Retrieved from http://law.moj.gov.tw/Eng/LawClass/ LawAll.aspx?PCode=H0080027 About the Author
What is the status of inclusion of young children with disabilities? According to the Special Education Act in Taiwan, provision and programming of special education and related services should be based on appropriateness, individualization, localization, accessibility, and inclusion. The education statistics indicate that 92.45% of preschoolers with disabilities were attending regular public schools in 2013 (Ministry of Education, 2014). However, the gap between rural and urban areas for the implementation of inclusion is apparent.
Fu-Nien Hsieh, MA, MM, MT-BC, is an adjunct lecturer at the National Taipei University of Education and Taipei Medical University. She provides music therapy services for various populations, including young children with special needs, patients who are terminally ill or have cancer. Contact: funien2000@yahoo.com.tw
What does music therapy inclusion programming for young children with disabilities look like? Music therapy inclusion programming within an educational system is rare since music therapy services are provided mostly in medical settings. There are music lessons and music activities for young children with disabilities in inclusion programs. On some occasions, the music therapist joins the multidisciplinary team of professionals (e.g., occupational therapists, physical therapists, and speech therapists) to provide consultative services to educators in school settings. How should music therapy contribute to the movement to include children with disabilities over the next decade? The availability of consultative music therapy services for educators must be increased to emphasize the eectiveness of music therapy in facilitating development in numerous areas of children’s functioning. Advocating for and recognizing music therapy as a part of the multidisciplinary team of professionals in inclusive programs needs to be encouraged. In addition, the Music Association of Taiwan needs to support inclusion practices by increasing the availability (i.e., the number) of qualified music therapists.
imagine 6(1), 2015
Want to learn more about early childhood music therapy in Asia? Check out our
imagine teaching episode 2011 at https://www.youtube.com/watch? v=3mEuKPGrNqs
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