EXPLORING TEACHERS’ VIEWS TOWARDS UTILIZING MUSIC IN SUPPORTING CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This study investigates educators’ perspectives on the use of music-based activities to support children diagnosed
with autism spectrum disorder (ASD). Music is frequently recognized as an effective medium for fostering emotional
expression, enhancing social engagement, and increasing classroom participation, particularly among learners who
experience difficulties in communication and interaction. Despite these advantages, the degree to which music is
incorporated into teaching practices often depends on teachers’ knowledge, confidence, and perceptions, which remain
insufficiently examined within the Malaysian context. A qualitative research design was employed, involving semi
structured interviews with teachers working in both inclusive and specialized educational settings. Thematic analysis
indicated that participants acknowledged multiple benefits of music, including enhanced student engagement, improved
communication, and better emotional regulation. Nevertheless, several constraints were identified, such as limited
professional training, insufficient resources, and reliance on informal teaching approaches. Teachers with prior musical
experience demonstrated higher confidence levels, whereas others expressed uncertainty due to inadequate preparation.
Guided by Bandura’s Social Learning Theory, the findings highlight how processes such as observation, imitation, and
reinforcement can be facilitated through music to support behavioural and social development in children with ASD. The
study recommends the provision of structured training, improved access to resources, and the adoption of evidence-based
practices to strengthen teachers’ capacity and promote inclusive education.