Integration of music therapy and vocal pedagogy in the training of special education professionals in the PRC

Abstract

The article is devoted to the integration of music therapy and vocal pedagogy in the training of bachelor-level special education professionals in the PRC as an evidence-based, interdisciplinary model for forming readiness to use singing for speech correction in children with SEN. The logic of the curriculum is revealed (modules from basic vocal-speech skills to integrated mastery), the “bridges” between singing and speech (recitative, declamation, syllables/phonemes, rhythmized tongue-twisters), the ethical and vocal-hygiene framework (including SOVT techniques), as well as multidimensional assessment (perceptual, acoustic, behavioral indicators and the student’s portfolio). The institutional conditions for implementation in the PRC and the model’s transfer potential are emphasized.

Methods and methodology. The methodological basis is interdisciplinarity (speech therapy—music pedagogy—psychology/neurophysiology of voice) and a practice-oriented approach (learning by doing). Content and comparative analysis of educational practices were applied, along with the description of session protocols (SOVT exercises, breathing-resonance techniques, intonation-movement practices) and a portfolio-based assessment approach with validated indicators (clarity/expressiveness, MPT, pitch stability, initiation of phrases, tolerance for error).
Scientific novelty. A holistic structure for integrating music therapy and vocal pedagogy into the training of special education professionals is substantiated as a systemic educational project. The “bridges” between singing and speech are formalized as transfer mechanisms of the corrective effect.

Results. Reproducible session scenarios are summarized that confirm the effectiveness of the integrated model. The block aimed at speech breathing and phonatory stability is built as a sequence of SOVT warm-up (phonation through a straw, lip trills). The strand focused on diction and prosody combines articulatory-phonetic games (“mirror” for lips/tongue/jaw), legato/staccato on syllables, improvisational singing on rhythmic patterns, and the trajectory “reading—recitative—singing” with variation of tempo and dynamics; assessment is carried out using indicators of perceptual clarity, the number of spontaneous initiations, and tolerance for error. It is shown that the modular architecture ensures a consistent transition from basic skills to integrated mastery, while the portfolio approach increases transparency and instructional manageability of results. Institutionally in the PRC, the model is supported by a normative emphasis on aesthetic education, quality assurance mechanisms, and practices (micro-courses, inter-university casework, supervision), which strengthens scalability. 

Conclusions. The integration of music therapy and vocal pedagogy in the training of special education professionals in the PRC forms a comprehensive professional readiness to use singing as an evidence-based means of speech correction. The combination of “bridges” between singing and speech, vocal-hygiene standards (SOVT, dosage), practice orientation, and multidimensional assessment ensures safe, stable, and reproducible learning and therapeutic outcomes, as well as a high potential for intercultural transfer of the model.