Music Therapy in Educating Children with Developmental Disabilities / Muzikoterapija u procesu obrazovanja djece s teškoćama u razvoju

Music therapy acts as a separate discipline in the interdisciplinary field of science and art. Unlike music education, music therapy is aimed at developing and enhancing non-musical skills by using music as a symbol of emotional and personal growth. The purpose of this paper is to present an overview of the theoretical foundations of music therapy in the field of human psychology and music pedagogy, as well as the development of music therapy models that have arisen from these theoretical approaches. The most commonly used music therapy models in special education are based on improvisational music therapy techniques, which include free improvisation therapy, creative music therapy known as the Nordoff-Robbins model, and Orff music therapy. Improvisation in these models plays a key role during the acquisition and promotion of skills. Using sounds, playing instruments, making music here and now, allows for expression and exploration, and enables children to acquire skills in different developmental domains. Finally, the paper offers an overview of the use of music therapy in education of children with developmental disabilities educating developmentally disabled children, its unique features and connections with the education through music approach, in accordance with the set-up goals of the Individual Education Plan. Key words: Individual Education Plan; music therapy; improvisational models; education; children with developmental disabilities. --- Muzikoterapija djeluje kao zasebna disciplina u interdisiciplinarnom podrucju znanosti i umjetnosti. Za razliku od glazbenoga obrazovanja, muzikoterapija je usmjerena prema razvoju i jacanju neglazbenih vjestina koristeci glazbu kao simbol emocionalnoga i osobnoga rasta. Svrha je ovoga rada prikazati pregled teorijskih osnova muzikoterapije na podrucju humanisticke psihologije i glazbene pedagogije, kao i razvoj modela muzikoterapije koji su proizasli iz navedenih teorijskih pravaca. Modeli muzikoterapije koji se najcesce koriste u procesu obrazovanja djece s teskocama u razvoju zasnivaju se na improvizacijskim tehnikama muzikoterapije, a obuhvacaju: terapiju slobodnom improvizacijom, kreativnu muzikoterapiju poznata kao Nordoff-Robbins model i Orff muzikoterapiju. Improvizacija u ovim modelima ima kljucnu ulogu tijekom usvajanja i poticanja vjestina. Koristenje  zvukova, sviranje instrumenata, stvaranje glazbe ovdje i sada, omogucava izražavanje i istraživanje, a djeci pruža mogucnost samoostvarenja na razlicitim razvojnim podrucjima. Naposljetku u radu se nudi prikaz primjene muzikoterapije u obrazovanju djece s teskocama u razvoju, njegove jedinstvenosti te poveznice u odnosu na pristup obrazovanja kroz glazbu sukladno postavljenim ciljevima Individualnog edukacijskog plana. Kljucne rijeci: Individualni edukacijski plan; muzikoterapija; improvizacijski modeli; obrazovanje; djeca s teskocama u razvoju