Infinity provides music therapy services and music enrichment services in many school districts throughout the state of Connecticut. We work in public schools, private schools, and special education programs providing individual and group music therapy sessions and enrichment (click HERE for a list of our enrichment programs). Music therapy is an effective form of treatment for children (and adults) of all ages. Specifically, for school age children, we have worked with children in preschool programs starting at age 3 all the way up through age 21. Infinity has provided services to students with every educational diagnosis currently listed on the Individualized Education Plan (IEP).
Music therapy is a related service under the Individuals with Disabilities Education Act (IDEA) and as a result, can be provided as a related service in individual and/or group environments as well as be provided as a consultation service on a student’s IEP. In the vast majority of school districts in Connecticut, a board certified music therapist is not an employee of the district. As a result, a request for a music therapy evaluation is a request for an Independent Education Evaluation (IEE). Infinity provides this evaluation to determine if a child requires services and can also provide subsequent services. We offer free consultations to help families and school districts learn about this process. Click HERE to contact us for more information.
Read on below to learn more about music therapy services in the school setting.
Music Therapy Eligibility Assessments
As stated above, music therapy is a related service under IDEA and can be a related service on the IEP. The most common eligibility assessment to determine if a student requires music therapy is called the SEMTAP (Special Education Music Therapy Assessment Process). This evaluation can ONLY be conducted by a board certified music therapist. A SEMTAP includes a document review, interviews with members of the education team, observation of the student in a non-music setting, a music therapy assessment, a comprehensive review and report of findings, and a presentation of the findings and recommendations at a Planning and Placement Team Meeting (PPT). Any member of the team, including the student’s parents, can request a music therapy eligibility assessment.
General Music Therapy Evaluation
A general music therapy evaluation is conducted ONLY when music therapy has already been added to the IEP as a related service and the school is requesting recommendations for goals and objectives. During a music therapy evaluation, a student may receive 1-3 music therapy sessions before formal goals and objectives are set. An assessment may be conducted in an individual or group setting, whichever is appropriate. Recommendations may be presented at a PPT or a “paper review” can be conducted if so authorized by the student’s parent/ guardian. Goals and objectives may include speech and communication skills, academic development, social skills, motor skills, and other skill areas.
Direct IEP Services
Music therapy can be a related service under IDEA. In Connecticut, if music therapy is added to the IEP as a related service, it is listed on page 11 including the frequency of services and service delivery. Music therapy can be rendered in an individual or group environment based upon the identified goals and objectives. Sometimes, a combination of services is provided. When music therapy is on the IEP, the music therapist becomes an integral part of the team and should be in attendance during all Planning and Placement Team Meetings (PPT). The music therapist will maintain data on the student’s performance and will make recommendations for the continuation of services as needed.
A music therapist can provide consultation services to any member of the education team to help them utilize music and music-based strategies to work with a student. Consultation services may include general recommendations or may include adapting the curriculum to make it more accessible. Consultation services can also include coaching music teachers on adapted teaching methodologies to help include children with special needs in the band, choir, or general music classrooms. Consultation services can be scheduled on an “as needed” basis or may be listed on page 8 of the IEP under “Frequency and Duration of Supports Required for Staff to Implement this IEP”.
Adapted Music Classrooms
For many music educators, they have received little formal training on how to modify their curriculum to make it accessible for children with cognitive, motor, and behavioral needs. In these cases, a music therapist may be better equipped to adapt and provide instruction in an adapted music classroom. Unlike traditional music therapy, the goals of this class are to target music-based skills such as identifiying instruments, reading music, maintaining a steady beat, etc. Classes may be used to supplement the general music classroom (for example, providing adapted music lessons for future integration into band).
Music Therapy Enrichment Services
Music therapy enrichment services are traditionally delivered in a group format. The students receiving services typically have special needs but it is not uncommon to use this time as a time for inclusion or schedule enrichment in programs such as an inclusive preschool classroom. During a music therapy enrichment group, interventions are designed to help support classroom concepts and general IEP goals and objectives. Music therapy is not listed on any student’s IEP but instead is rendered to help support and supplement general education services. Enrichment groups include opportunities for therapeutic instrument play, student collaboration, movement to music, and more.
1678 Meriden-Waterbury Turnpike
Southington, CT 06489
428 Long Hill Rd
Groton, CT 06340
P.O. Box 735
Milldale, CT 06467
General Questions/ Referrals:
Main Line (860) 518-5557
Fax (888) 200-4093
Contact Bryce at (860) 373-4830