https://doi.org/10.59132/gvsv/2026/12-16
Izvleček
Da bi resnično razumeli človekov odnos do glasbe, ne zadoščata opazovanje vedenja in slikanje možganov. Za to je ključno upoštevanje subjektivnih izkušenj, vendar so te v določenih skupinah, kot na primer pri osebah z motnjami avtističnega spektra, pogosto potisnjene na obrobje. Namen tega članka je osvetliti ključne omejitve preteklih raziskav na področju avtizma in glasbe z namenom opolnomočenja glasbenih pedagogov pri kritični uporabi pedagoških pristopov in zavedanju pomena osebnih izkušenj. Članek predstavi pomembne pojme, kot so »maskiranje« in »problem dvojne empatije«, ki so ključnega pomena za razumevanje položaja učencev z avtizmom in hkrati osvetljujejo spregledana področja pri raziskavah o avtizmu. Članek opozarja na pomen prilagajanja okolja posamezniku namesto prilagajanja avtističnih posameznikov okolju in poziva k vključevanju avtističnih oseb kot enakovrednih sooblikovalcev raziskav in pedagoških praks.
Abstract
Music and Autism: Why Listening to Experience Matters
To truly understand a person’s relationship with music, observing behaviour and brain imaging are not enough. Subjective experiences also need to be taken into account; however, these are often marginalised in certain groups, such as individuals on the autism spectrum. This article aims to shed light on key limitations in past research on autism and music, empowering music educators to critically apply pedagogical approaches and recognise the importance of personal experiences. The article introduces important concepts, such as “masking” and the “double empathy problem,” which are essential for understanding the experiences of students on the autism spectrum. It also highlights neglected areas in autism research. Instead of adapting autistic individuals to their environment, this article emphasises the need to adapt the environment to the individual. Furthermore, it advocates for the inclusion of autistic people as equal co-creators of research and pedagogical practice.