The transdisciplinary approach can be a stimulating framework in which music therapists may continually expand clinical knowledge, skills and experience across discipline boundaries (Arns & Thompson, 2019). This model also provides continual opportunities for other professionals to diversify their practice by building music strategies into their student learning supports. The presenters of this paper practice in a highly flexible manner across discipline boundaries at a special school for autistic students with high support needs. Based on these experiences and those of their teams, it is often outside the music therapy room, where collaborators see the advantages of using music as a desirable strategy for everyone to access. The diversity and use of music therapy applications in other settings is dependent on the buy-in of other professionals, gained through the way in which the music therapist introduces these concepts to the team. Spreading the uses of music across the school day can have benefits for students, staff and families. These include consistency and increased motivation for students, broadening the knowledge base and cohesiveness of the team, and generalising skills across home and school environments through family inclusion. This presentation will showcase a range of possible ideas and examples of how teams in this special school work together to create engaging learning supports for autistic students. Sharing these practical ideas and the implementation of musical resources, will illustrate that when the whole team takes a creative approach, it is possible to provide useful resources to support students with highly complex needs and their families.

Reference:
Arns, B., & Thompson, G.A. (2019). Music therapy teaming and learning: How transdisciplinary experience shapes practice in a specialist school for students with autism. Australian Journal of Music Therapy.