Sostenere la motivazione degli alunni autistici. Un progetto di didattica inclusiva con la musicoterapia

Abstract

This contribution presents the preliminary data of an exploratory study on social motivation within the inclusion oriented scholastic context concerning children and adolescents with autism spectrum disorders. To measure social behavior and the development of relational and communicative skills the Social Responsiveness Scale (SRS) (Constantino e Gruber, 2005) will be applied. The present study seeks to investigate the following possibilities: the use of SRS as an instrument for an inclusive education, that measures both the weaknesses and the strengths of the students with ASD; the validity of a music therapy program in the construction and distribution of body-soundmusic-centered communication, and subsequently the ability to recognize and develop autonomously the basic components of comprehension and communication processes. Future research might compare the data obtained in this study to verify, also on a national level, the impact of an inclusive education using music therapy activities, and its effects towards a better support of children
and adolescents with autism spectrum disorders and towards an increased well-being in their scholastic and academic development.