Abstract
This chapter explores how music has potential to enhance social inclusion for First Nations children in British Columbia, Canada, diagnosed with autism. Two cases from a research project illustrate how opportunities of social inclusion vary due to factors such as living on or off reservation, and distance to autism services. The diagnose, discourses and practices of autism are based on a dominant medical deficit model which does not harmonize with the philosophical assumptions of Indigenous ways of knowing, being and doing. The concept of Indigenous and Indigenist models of disability, special education, or diversity, and how they can be an alternative way of designing and implementing educational autism support services and interventions is discussed in the chapter. There is a dearth of research about First Nations and autism, and additionally, in relation to music and social inclusion. Therefore, this chapter not only contributes to put focus on the topic, but also inspires educators, researchers, and policy-makers to reflect upon the possibilities that culturally specific, culturally sensitive, indigenized, music interventions can offer First Nations children with autism in their social inclusion.
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Lindblom, A. (2021). Music and the Social Inclusion of First Nations Children with Autism. In: Liamputtong, P. (eds) Handbook of Social Inclusion. Springer, Cham. https://doi.org/10.1007/978-3-030-48277-0_106-1
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