Peer-reviewed article
Music Education for Autistic Children with Intellectual Disability: Parental Attitudes and Support.
Di Chao Liang, Yen Na Yum ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study compared parental attitudes toward music education between parents of typically developing children and parents of autistic children with intellectual disability in Hong Kong. Parents of autistic children held more positive views about music, yet only 14% of autistic children were enrolled in formal music training compared to 40% of typically developing children. Family income and the child's executive function were identified as major barriers to enrollment, revealing a gap between positive attitudes and actual access to music education.
Key points
- Parents of autistic children with intellectual disability held significantly more positive attitudes toward music than parents of typically developing children
- Only 14.1% of autistic children with ID were enrolled in formal music training, versus 40.4% of typically developing children
- Family income and child executive function were significant predictors of enrollment decisions
- A disparity exists between parental attitudes and actual pursuit of music education for autistic children with ID
- Systemic and financial barriers prevent access to music education despite recognized developmental benefits
Limitations
The study is cross-sectional and cannot establish causation. It measures parental attitudes through questionnaires rather than observing actual behavioral support, and findings are specific to Hong Kong's cultural and economic context.
Abstract
This study aimed to investigate differences in parental attitudes toward music and support for music education between typically developing children and autistic children with mild or borderline intellectual disability (ID) in Hong Kong. While research highlights the developmental benefits of music for autistic children with ID, few studies explore formal music training in this population, particularly within the context of cultural influences. The study included 148 participants, consisting of 84 parents of typically developing children and 64 parents of autistic children with ID. A questionnaire was used to assess parental attitudes toward music and their decisions regarding formal music training enrollment for their children. Covariates such as family income, child executive function, and parental expectations were analyzed to identify potential predictors. Parents of autistic children with ID held more positive attitudes toward music compared to parents of typically developing children when controlling for covariates. However, only 14.1% of autistic children with ID were enrolled in formal music training, in contrast to 40.4% of typically developing children. Family income and child executive function emerged as significant barriers to enrollment decisions. The findings highlight a disparity between positive parental attitudes toward music and pursuit of music education among autistic children with ID, highlighting systemic and financial barriers. Accessible music programs, adjustments in parental expectations, and inclusive policies may bridge the gap between parental attitudes and actual support. These insights call for targeted interventions to ensure that autistic children with ID can access the developmental benefits of music education.