مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
This study explores how music interventions influence children's social and communication skills on the autism spectrum. It considers how Arab Palestinian autistic children in East Jerusalem respond to these interventions from their teachers’ perspectives. The participants included 33 teachers working at special education centers in East Jerusalem. The findings demonstrate that music interventions significantly improve the social and communication skills of autistic children. No notable differences were observed based on the teachers’ gender, years of experience, or academic qualifications. This suggests that a teacher’s background does not impact the effectiveness of music interventions for children on the autism spectrum. Accordingly, the study recommends making music interventions a central component of therapy and educational programs for autistic children attending specialized centers and schools. It also advocates for developing curricula that systematically integrate music activities into the children’s individual plans, ensuring consistent participation throughout the school day.