Playing together: staff perspectives of music-making with people with profound intellectual and multiple disabilities

Abstract Music and vocal play may be highly motivating and essential to the well-being of individuals with profound intellectual and multiple disabilities (PIMD). However, few frameworks have been developed to support non-music specialists to facilitate music-making opportunities for people with PIMD. This research considered how the implementation of playful music-making sessions, the Musical Play Framework, affected the attitudes of non-music specialist teaching staff towards music-making for students with PIMD in two UK educational settings. Findings highlighted the barriers staff encountered, the positive experiences of staff and the benefits of reflective practice when implementing novel musical approaches and developing staff skill sets.