【摘要】 1975年通过并于1978年正式施行的以“回归主流”为主旨的美国P.L.94-142(现为《残障者教育法案》IDEA)使美国学校情境中进行的音乐疗法发生了变化,也给面向特殊儿童的的音乐治疗师提出了新的挑战。本文通过对有关文献资料的分析,阐述了学校情境中的音乐疗法和音乐教育的相互关系,从音乐治疗师的角度,介绍了P.L.94-142实施前后的学校情境中特殊儿童音乐治疗概念和方法的变化与发展过程,在此基础上,对中国音乐疗法在特殊教育领域中的发展提出了几点建议。更多还原

【Abstract】 The implementation of PL 94-142, the Education for All Handicapped Children Act(now known as IDEA), has been gradually affecting the music therapy for special children in school settings, and also has had great impact on music educatiors and music therapists who work with children with special needs. The purpose of this article was threefold: to describe the main characteristic developing the abilities of music therapy for children with special needs; the general situation of music therapy in school settings, usually in special schools or self-contained classes before PL94-142 and its changes and developments after the implementation of PL94-142.The third was the current situation of music therapy for children with special needs in China and possible trends in the development and practice of music therapy in the field of special education in China.更多还原