Liang Di Chao, Yum Yen Na
Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China.
J Autism Dev Disord. 2025 Jun 4. doi: 10.1007/s10803-025-06907-8.
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.
本研究旨在调查香港发育正常儿童与轻度或边缘性智力障碍（ID）自闭症儿童的家长对音乐的态度以及对音乐教育支持的差异。虽然研究强调了音乐对患有ID的自闭症儿童的发育益处，但很少有研究探讨该群体的正规音乐训练，特别是在文化影响的背景下。该研究包括148名参与者，其中有84名发育正常儿童的家长和64名患有ID的自闭症儿童的家长。使用问卷调查来评估家长对音乐的态度以及他们为孩子报名参加正规音乐训练的决定。分析了家庭收入、儿童执行功能和家长期望等协变量，以确定潜在的预测因素。在控制协变量的情况下，与发育正常儿童的家长相比，患有ID的自闭症儿童的家长对音乐持更积极的态度。然而，只有14.1%的患有ID的自闭症儿童报名参加了正规音乐训练，相比之下，发育正常儿童的这一比例为40.4%。家庭收入和儿童执行功能成为报名决定的重大障碍。研究结果凸显了患有ID的自闭症儿童的家长对音乐的积极态度与对音乐教育追求之间的差距，突出了系统性和经济障碍。可获得的音乐项目、家长期望的调整以及包容性政策可能弥合家长态度与实际支持之间的差距。这些见解呼吁采取有针对性的干预措施，以确保患有ID的自闭症儿童能够获得音乐教育的发育益处。
