Abstract:
This research focuses on the role of the music therapist in a transdisciplinary assessment service for learners, aged 0-21, who may be blind or low vision, and who may have additional or complex needs. The aims of the research were to evaluate and refine an evolving unstructured approach to assessment. The main participant was the researcher, a music therapy student, and the work is illustrated with vignettes of clients. Thirteen learners participated in assessments during the research period. A purposive sample of three was selected for detailed analysis, through a system of video recording, indexing, transcription and application of two of Bruscia's Improvisation Assessment Profiles, Salience and Autonomy. The Sounds of Intent framework of musical development was also trialled for a learner with complex needs. Thirteen staff participants viewed and responded to short video clips of diverse music therapy experiences with eight learners, and the results included illustrative material form the remaining five participants. The research concluded that the flexible approach stimulated the active participation of diverse learners and allowed the researcher to observe responses to a variety of both unstructured and structured experiences, where possible building on learner's own initiatives. Children with functional vision were found to respond to opportunities for spontaneous play and improvisation. A more structured approach emerged in assessments session with adolescents and one blind child with complex needs. Parent participation was found to be an important aspect for children who were shy or anxious. The research suggested a need for more discussion with families before and after the music therapy assessment session, because of continuing limited public awareness about music therapy, and more verbal preparation, particularly for blind children. The report recommended written documentation of the protocol and more resources and professional development for other professionals in areas with no current access to music therapy. Further research was suggested to validate this assessment approach with a wider population sample, with learners with complex needs, and with other populations. The research also highlighted a need for more research into the musical development of this population and appropriate music therapy and music education experiences.
