Being able to provide music therapy therapy services to our local school districts is one of my biggest passions. When I worked as a building substitute in my local middle school, I realized how much our younger generation of students is struggling. Whether it’s an increase in social media use, suffering from the COVID-19 pandemic, academic challenges, or overall family dynamics, our students are facing immediate hurdles. I wish that there were more resources within our schools for students who are facing mental health challenges, but unfortunately, there is not a lot of funding available for these students. I know through specific grants and state funding, schools are trying their best to help alleviate the stress for students - I just wish I could personally help more students through music intervention. Music speaks to people.
Music therapy is however more easily accessible for children who have IEPs (Individualized Education Plans). I say easily because depending on your area, the school might be hesitant to provide music therapy services due to being unfamiliar with the profession and logistics. This is where it can be exhausting as a board-certified music therapist because we understand that it is a related service and we have to continue advocating for people to have a free and appropriate education. A related service is: transportation and other developmental, corrective, or supportive services that a child needs to benefit from special education (michiganallianceforfamilies.org). Oftentimes, feeling like you have to prove yourself as a music therapist is exhausting, and schools don’t move that quickly when it comes to implementing new strategies.
If you are a parent and you’re interested in music therapy services for your student, there’s a few things to know. This information was highlighted on https://www.earthtonesnw.com:
Music therapy qualifies as a related service through the IDEA (Individuals with Disabilities Education Act). To view more specific information, please review the American Music Therapy Association’s Fact Sheet in Special Education. Link: https://www.musictherapy.org/research/factsheets/
Below, you will find the steps to request MT services for your students if they have an IEP. If you are facing backlash, call your local ISD director. They cannot legally deny you services UNLESS there is NOT a music therapist in your area. If they are dismissing your request, you are entitled to a written justification as to why they cannot provide music therapy services. You are entitled to a free and appropriate education! Do not give up!
STEPS TO REQUEST MT SERVICES:
A team member of the IEP/IFSPs requests a music therapy assessment for the student. Again, this could be ANY team member, whether it’s the parental guardian, case manager, principle, primary teacher, etc.
A team member reaches out to a music therapist to complete an assessment. This must be completed by a board-certified music therapist and not another professional. To see a complete list of MT-BC’s in your area, please visit: https://www.cbmt.org/find-a-therapist/
The music therapist then completes an assessment. This may include interviews, observations, and music therapy sessions.
The music therapist then compiles their findings and meets with the team to discuss. To show that music therapy is needed for the student, the music interventions must show an increase in specific data criteria based on their IEP goals and increased engagement, attention span, etc. It cannot be provided based on the idea that the student “simply likes music.”
The team members review recommendations and decide whether or not music therapy is deemed necessary for the student’s right to a free and appropriate education.
If deemed necessary, the service is written into the IEP/IFSP and music therapy sessions will begin.
If deemed unnecessary, the family can pursue private music therapy sessions outside of the school facility, as oftentimes music therapy is still beneficial.
Sometimes, depending on the caseload of the current music therapist that your school contracts with or MT direct staff, the school might have additional requirements. Such as: “Music Therapy is only offered to students who are NOT making progress on their current IEP.”
Now depending on the school, this might not be the case. Some schools recognize the positive impact that music therapy offers students and push for students to remain in MT to continue making progress on their goals. Music Therapy can aid as a wonderful support to maintain current progress and keep the students motivated.
Anna St. Pierre, a Board-Certified Music Therapist at Gardner Edgerton School District, requires parents/IEP team members to consider these three questions when referring a student for a music therapy assessment:
Does the student have a current IEP?
Does the student lack adequate progress on their IEP goals or are they significantly behind same-aged peers in one or more developmental areas (motor, communication, social/emotional, cognition)?
Does the student show a positive response to music stimuli in the education setting? (learn topics by song, use music as a reward, etc.)
This is standard protocol within the SEMTAP (Special Education Music Therapy Assessment Process) handbook. If any of these questions were answered no, then a music therapy assessment is not appropriate at this time.
This blog post describes music therapy as a direct related service for one-on-one students with IEPs. This post does not get into detail about the benefits music therapy can have for teachers requesting resources (consulting) or group music therapy services. Depending on the needs of the school, music therapy programs can look extremely different. I am familiar with a school district in Michigan that primarily provides music therapy services explicitly to their head-start (early intervention) classrooms. I am also familiar with school districts that solely provide services to individual students on IEPs and provide consultation to teachers. Lastly, some schools provide music therapy intervention to students needing mental health support. All of these strategies are wonderful and can impact the students in all different ways! As I advocate for music therapy intervention in northern Michigan through my local ISD, I would love to incorporate all of these strategies. Group music therapy, one-on-one sessions, consulting, and mental health-related services are so needed within our community!
Resources:
Anna St. Pierre, MT-BC
Gardner Edgerton School District
The Special Education Music Therapy Assessment Process (SEMTAP) Handbook, 2nd Edition (2003) by Kathleen Coleman & Betsey King, published by Prelude Music Therapy, (817) 481-2323.
Patina Jackson, MT-BC
SEMTAP 101: Understanding the Process and Addressing the Challenges Continuing Education Course | musictherapyjoy.com
Michiganallianceforfamilies.org