Resources & references

This article describes how musical interaction can contribute to bonding and early interaction for blind/visually impaired children (aged 1-4 years) and their sighted caregivers in the context of a 10 week music therapy program, through a positive, empowerment-based lens.

Learn about Acadia University's bachelor program in music therapy.

Jaycie Voorhees, a board-certified music therapist, shares why hello and goodbye songs are important in preschool group music therapy sessions. See how the children sing, move, and engage with the music to build social interaction and encourage active participation.

The COVID-19 pandemic created a major transformation in the delivery of music therapy services worldwide as they moved online. Parents and their children with visual impairment participated in online music therapy sessions. Parents indicated that the programme was a valuable family resource that supported bonding and interaction. A discussion of the findings is followed by implications for practice.

Article and video showcase work by music therapist Laurie Perez with a teenage student with cerebral palsy, demonstrating the use of song writing in a school setting with children with disabilities

Learn about the Canadian Mennonite University's bachelor program in music therapy.

Learn about Capilano University's bachelor program in music therapy.

Concordia University produced the "Children's Right to Music" documentary. The videos included in this documentary introduce music therapists interacting and using music with groups of children that are autistic or with some disabilities, in schools or community settings adapted to support their development and meet their needs.

The Department of Creative Arts Therapies, from Concordia University offers the Music Therapy Graduate and Master's Programs, and coordinates the clinical internships required to become a certified music therapist in Canada.

This research examines the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources, in an afterschool program.
 

This report tells how music therapists help the various needs of students in a school for the blind. Different music therapy interventions are described, and music therapists explain how they address goals based on their students' Individual education plan. 

This paper conceptualizes songwriting as an ‘after-queer’ approach for exploring notions of gender and sexuality with young people. It draws on songs created by adolescents in music-based workshops in schools.