“The topic of my dissertation was to note any musical responses that emerged from a small group of
young children with profound cognitive impairm
ent hereafter known as PCI. By focusing on what

transpired musically I hoped to shed light on what musical progress was possible
and not
because of
a disability.
The method of enquiry involved two methods of defining responses from this type of group. Three
participants with different skills documented the evidence. As this research unfolded, so did the
parallels between music therapy and music education. Within the body of this dissertation the two
disciplines are discussed, drawing on literature evidence and possible shortcomings in this area of
From the original focus of this research project three significant factors for consideration emerged.
These were
a) What
lessons mean to early childhood practitioners working with
young children with

b) The
differences and similarities between music therapy and music education c

) The
for further clarity and training in
education for this type of group

All participating adults presented different perceptions in what they considered in music for young
children with PCI. The different philosophies and approaches to music education and music therapy
revealed the same overarching desire by the children and practitioners to enjoy a positive experience
together. When given regular music lessons with skilled music practitioners the responses were
educationally progressi
ve. Music skills can be nurtured in young children with PCI through regular

music lessons if sufficient time and space were allowed.”
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