Dismantling Ableism in Music Therapy for Autistic Students
This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.
About the autistic author markerWest, R. & Ackerman, M. (2025). Dismantling Ableism in Music Therapy for Autistic Students. In The Oxford Handbook of Special Music Education and Music Therapy (pp. 15-28). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197757192.013.0002
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Authors
Abstract
Abstract Although music therapy has been integral in supporting autistic individuals within special education settings, historically most research surrounding autism has involved nonautistic perspectives. Research is needed centering autistic perspectives surrounding music therapy and school-based services for autistic students. This chapter includes results of a phenomenological study that explored how to dismantle ableism in music therapy for autistic children in special education settings in the United States. Six autistic-identifying music therapists participated in a focus group interview. Three themes were identified: (a) we all have a role to play; (b) center autistic people’s needs, skills, and wants; and (c) moving past assumptions, approaches that do not center clients, and the impact of ableism. Participants noted the role music therapists have in dismantling ableism, keeping individuals whom they serve at the core of their focus, and factors that impact dismantling ableism in music therapy work within special education.
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Cited bibliography overview
These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 01:04.
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- 36
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- 3 / 39 (7.7%)
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- 5
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