Music Therapy and Its Correlation with Speech Development among Children with Speech Disorders in Nakuru Hills Special School in Nakuru County, Kenya
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Date
2025-10
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Kenyatta University
Abstract
Music has long been integrated into children’s growth and development through phonics songs, play songs, and lullabies, which stimulate early language and speech development. For children with speech disorders, however, this natural progression is disrupted, resulting in difficulties in speech sound production and effective communication. These challenges negatively impact their social interactions, learning, and academic performance. This study aimed at examining the correlation between music therapy and speech Development in Children who have Speech Disorders in Nakuru Hills Special School, Nakuru, Kenya. The study focused on meeting the following objectives: To investigate how music therapy affects children’s speech development in Nakuru Hills Special, Nakuru County, Kenya; examine the specific prosocial skills linked to speech development have been developed in children in Nakuru Hills Special School, Nakuru;and assess whether redesigning music therapy is necessary in remedying problems related to speech development among children in Nakuru Hills Special School, Nakuru. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done to enhance the reliability and validity of the research instruments.. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Pearson correlation tests showed that music therapy had a positive and significant impact on multiple aspects of speech development, including articulation, vocabulary, and overall communication skills. Data collected from caregivers and speech therapists showed that children demonstrated noticeable improvements in clarity of speech, increased vocabulary, and enhanced ability to construct sentences. Cooperation emerged as the most developed skill, with 60% of caregivers reporting positive changes. However, skills such as empathy and listening require further exploration to fully understand their relationship with the therapy modalities used. It was concluded that caregivers and therapists both advocate for a more tailored approach to therapy, suggesting that personalized sessions and increased frequency could lead to better developmental outcomes for children. The insights garnered from both quantitative and qualitative data point towards a clear need for adjustments in therapeutic practices to better align with the specific needs of children with speech disorders. The study recommended that policies should be established to incorporate music therapy into speech therapy programs within special schools. This approach can enhance speech development while providing a holistic, engaging learning environment.
Description
A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Speech and Language Pathology in the School of Education and Lifelong Learning, Kenyatta University, October 2025.
Supervisor
1. Dr. Mathew Karia