Lived Experience Perspectives on Ableism Within and Beyond Music Therapists' Professional Identities

The 10 authors contributing to this reflective essay are comprised of music therapy practitioners, academics, and students with lived experience of disability, neurodivergence, or/and chronic physical and mental health conditions. We will discuss the impact of ableism in our music therapy work, both for participants and for music therapists. Beyond outright discrimination of people with disability, ableism is typically linked to an agenda to normalize and cure. In contrast, music therapists working from a position of post-ableist music therapy seek to collaboratively provide conditions and musical experiences that are less disabling and restrictive through addressing barriers and facilitating connections. We will discuss how including post-ableist perspectives might also create safer spaces for music therapists with lived experience of disability, neurodivergence, and/or chronic physical and mental health conditions. In this critical commentary, we wish to move from a deficit understanding of therapists with lived experience that is often implicit in codes of ethics and standards of practice, to one that celebrates the richness and knowledge that our experience brings. To embed post-ableist perspectives into our profession at all levels, we will discuss the implications for student training and supervision when accessibility is centered in practicum and classroom learning activities. In conclusion, we aim to make apparent the fact that therapists can and do come in all forms and with all backgrounds and that recognizing health diversity in our profession benefits us all.

Automated summary

This reflective essay consists of 10 authors who are music therapy practitioners, academics, and students with personal experiences of disability, neurodivergence, or/and chronic physical and mental health conditions. The essay discusses the impact of ableism in music therapy work and advocates for a post-ableist approach that aims to create inclusive and empowering musical experiences. It explores the importance of including post-ableist perspectives for music therapists with lived experiences and highlights the need to incorporate accessibility into student training and supervision.