Music education for autistic children with intellectual disability: Parental attitudes and support

This study aimed to investigate differences in parental attitudes toward music and support for music education between typically developing children and autistic children with mild or borderline intellectual disability (ID) in Hong Kong. While research highlights the developmental benefits of music for autistic children with ID, few studies explore formal music training in this population, particularly within the context of cultural influences. The study included 148 participants, consisting of 84 parents of typically developing children and 64 parents of autistic children with ID. A questionnaire was used to assess parental attitudes toward music and their decisions regarding formal music training enrollment for their children. Covariates such as family income, child executive function, and parental expectations were analyzed to identify potential predictors. Parents of autistic children with ID held more positive attitudes toward music compared to parents of typically developing children when controlling for covariates. However, only 14.1% of autistic children with ID were enrolled in formal music training, in contrast to 40.4% of typically developing children. Family income and child executive function emerged as significant barriers to enrollment decisions. The findings highlight a disparity between positive parental attitudes toward music and pursuit of music education among autistic children with ID, highlighting systemic and financial barriers. Accessible music programs, adjustments in parental expectations, and inclusive policies may bridge the gap between parental attitudes and actual support. These insights call for targeted interventions to ensure that autistic children with ID can access the developmental benefits of music education. Copyright © 2025 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.