Abstract

This study examines the current state of music education for high school students with autism spectrum disorder (ASD) at Xing Yu School in Fuzhou, Fujian Province, China, to optimize the teaching model to enhance their educational experience. The research employs a qualitative approach, including interviews with key informants such as school leaders and experienced teachers, as well as observations of students’ participation in music classes. The findings reveal that while the current music education practices at Xing Yu School effectively improve the social, emotional, and cognitive skills of students with ASD, there is significant potential for further enhancement. The study suggests the implementation of stratified and structured teaching methods, which cater to the diverse abilities of students, as well as the integration of visual aids and modern technology to create a more inclusive learning environment. Additionally, the research highlights the importance of a supportive infrastructure, including well-equipped classrooms and a collaborative approach among educators, to facilitate the effective delivery of music education. The study offers practical recommendations for refining music education strategies, contributing to the broader discourse on special education and providing a valuable reference for educators and policymakers in similar contexts.

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