MUSIC EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH RHYTHMIC DURATION

Abstract

Music education has been shown to be effective in supporting children with autism spectrum disorder
(ASD) in developing cognitive, emotional, behavioral, and social interaction skills. Among
fundamental musical elements, rhythmic duration ‑ forming the basis of rhythm and meter ‑ plays a
significant role in stimulating attention, concentration, and motor responses. This article analyzes the
role of rhythmic duration in music education for children with ASD, clarifying its function in fostering
musical perception as well as related supportive skills. Based on this analysis, the study proposes
music education activities centered on the perception and expression of duration, including rhythmic
pattern recognition, meter awareness, and movement‑based activities such as percussion and visual
representation. The findings indicate that utilizing rhythmic duration in music education not only
enhances musical abilities but also supports adaptability, communication, and social integration in
children with ASD, offering a practical approach for contemporary special education.