Sammendrag
The idea about the compelling characteristics of music and its influence on development and behaviour reaches to Aristotle's and Plato's records. Music can be used as a rehabilitation and therapeutic tool for children and adults with and without motor, sensory and emotional disturbances. Additionally, it can be used as a mediator for an overall learning and developmental process. Autism belongs to the group of neurodevelopmental disorders characterized by difficulties in social interactions, problems in verbal and non-verbal communication, as well as stereotypical patterns of behaviour. Music education is an understudied but distinctly effective educational tool for children and adults with disabilities. It is a flexible art form that can be applied individually or in a group and at different locations. Also, music education can lead to improvement of the quality of life or contribute to the development of various cognitive and social skills. From an educational perspective, music can bring many benefits to people diagnosed within the spectrum. This paper will gather data from teachers and educators in the field with the goal of answering what are their experiences, how do they define music education thought to children with Autism Spectrum Disorder and what are the strategies used in their work.