EVALUATION OF THE EFFECTIVENESS OF A MUSIC TEACHING MODEL FOR AUTISTIC STUDENTS AT XING YU SCHOOL IN FUZHOU, FUJIAN PROVINCE, CHINA

Abstract

Autism Spectrum Disorder (ASD) presents challenges in communication, social interaction, emotional regulation, and classroom participation, requiring effective educational approaches that support students’ diverse developmental needs. Music education has increasingly been recognized as an important intervention for promoting the cognitive, emotional, and social development of students with ASD. Therefore, this study aimed to evaluate the effectiveness of the music teaching model implemented at Xing Yu School in Fuzhou, Fujian Province, China.This study employed a quantitative research approach. The research sample included 24 Grade 7 students with ASD who were observed in classrooms implementing the music teaching model. In addition, five experts in the fields of special education and music education participated in the evaluation process through non-participant classroom observation. Data were collected using a five-point rating scale questionnaire covering four dimensions: course goal fit, scientific content setting, effective teaching organization, and innovativeness of the design. The content validity of the instrument was examined using the Index of Item–Objective Congruence (IOC), while descriptive statistics, including mean and standard deviation, were used for data analysis.The findings revealed that the music teaching model demonstrated a high level of effectiveness across all evaluation dimensions, with an overall mean score of 4.73 (S.D. = 0.06). Course goal fit received the highest mean score (x̄ = 4.93), followed by innovativeness of the design (x̄ = 4.73), scientific content setting (x̄ = 4.65), and effective teaching organization (x̄ = 4.60). The results indicate that the developed music teaching model possesses strong theoretical relevance, practical applicability, and educational value for students with ASD.The findings of this study provide useful guidance for improving music education practices and supporting inclusive educational development in special education settings.