Date of Award

5-2024

Degree Type

Thesis

Degree Name

Master of Music Education (MME)

Department

Music

First Advisor

Becky Marsh

Second Advisor

Brian Weidner

Third Advisor

Penny Dimmick

Abstract

This research set out to explore the relationship between autistic individuals and music. Current research on autism and music education focuses primarily on the accounts of teachers, parents, and other stakeholders, and does not center autistic voices. The following research questions guided this study: (1) What can we learn from autistic adults, specifically those still involved in music, about their lifelong experiences in music and music education? (2) What insight can we gain from these experiences to create more inclusive environments for autistic individuals? To answer these questions, autistic adults who self-identified as still involved in music completed a short questionnaire. Of interested respondents, participants were recruited who represented a wide range of current music involvement and demographics. Interviews were conducted, and main themes emerged in the K-12 setting and beyond. These themes identified include ableism within academia, autistic traits manifesting in and often becoming barriers to music participation, counteracting stereotypes of autism, hyperfocus and hyperfixation, and having a special connection with music. Participants also provided advice to music educators on how to better support autistic students in the classroom. Recommendations based on their experiences and advice are provided.

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