全幼兒音樂教育模式為融合音樂教育和音樂治療之跨領域概念，專為所有學齡前幼兒設計的音樂課程。就全幼兒音樂教育實施17年結果來看，全幼兒音樂教育為本土化音樂教育模式，目前已有多篇實徵結果證實全幼兒音樂教育於不同學前特殊需求幼兒的正向價值，且其研究主題具多元化且研究發表逐年增加。有關全幼兒音樂教育研究發現參與全幼兒音樂教育有助提升學前特殊需求幼兒的溝通、注意力、肢體動作與人際互動等能力。研究以2002年至2019年已發表全幼兒音樂教育的實徵研究，探討參與的學前特殊需求幼兒其學習概況，且為瞭解實施全幼兒音樂教育之整體學習成效，採錄影分析探討2002年至2019年參與全幼兒音樂教育之學前特殊需求幼兒的學習成長軌跡，以月齡介於48 – 71月就讀某非營利早療機構且接受相同時數課程之390位學前特殊需求幼兒為對象，使用重複量數單因子變異數分析不同學前特殊需求幼兒參與全幼兒音樂教育的學習成效。研究結果發現：首先，就整體學習成長軌跡來看，參與全幼兒音樂教育之學前特殊需求幼兒的學習成長軌跡隨參與次數越多其學習成效越好，其中語言理解、語言表達、自我引導、人際互動與社交學習為線性成長曲線，僅自主行為與肢體動作為非線性成長曲線。其次，就個別學習成長軌跡來看，不同學前特殊需求幼兒學習之起始狀態與成長速率具個別差異，參加次數與學習成效具關聯性，參與1 – 8週或9 – 16週其語言理解與肢體動作具學習成效，參與1 – 16週其語言理解、語言表達、自我引導、人際互動、社交與肢體動作的學習成效較明顯，惟自主行為較不顯著，整體來看發展遲緩幼兒與智能障礙幼兒較其他特殊需求幼兒的學習成效顯著。依據研究結果提出相關建議，期望以供相關教育與醫療專業人員之教學與復健之參考及相關後續研究。

The Holistic Music Educational Approach for Young Children (HMEAYC) is a music curriculum model for preprimary children within Taiwan’s interdisciplinary curriculum of music education and music therapy. This program produced generally positive responses in children with disabilities, and the results of the study of the implementation of HMEAYC in one localized music program over a 17–year period establish that there are a variety of factors that support the value of this program. Research into HMEAYC implementation found that, for children with disabilities, the use of this curriculum model can improve development in areas such as communication, attention, physical movement, and interpersonal interaction. This study examines the implementation of HMEAYC with preprimary children to better understand its effectiveness in children with disabilities. The study used the empirical data published regarding HMEAYC’s use with children with disabilities from 2002 to 2019. The participants were 390 children aged between 48 and 71 months who attended a non–profit early intervention center for children with disabilities, which implemented HMEAYC. All participants engaged in the same number of course hours per week. The researchers used video analysis to understand the learning and growth trajectory of the participants. Results indicated that: First, in terms of overall learning development patterns, the learning growth trajectory of children with disabilities who participated in HMEAYC increased with the amount of exposure to the program. Language comprehension, language expressiveness, self–directed learning, interpersonal relationships, and social skills all improved on a linear growth curve; only autonomy and physical movements showed a non–linear growth curve. Second, with regard to individual learning growth trajectories, there were individual differences between the initial state of learning and the growth rate for children with disabilities. Participation frequency was clearly related to learning effectiveness. Participating in 1–8 or 9–16 weeks of HMEAYC had a significant effect on language comprehension and physical movement. Children with disabilities who participated in all 16 weeks of the program saw more obvious gains in language comprehension, language expressiveness, self–direction, interpersonal interaction, social skills, and physical movements, but autonomy is less significant. On the whole, children with developmental delays and children with intellectual disabilities respond to the program better than other children with special needs. Based on the results of the research, relevant suggestions are made; these can be used as a reference in related follow–up research for teaching and training relevant education and medical professionals.

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