지적장애 학생을 대상으로 한 음악중재의 효과에 대한 메타분석 : 사회정서, 신체운동, 인지·학습 발달을 중심으로

초록

This study aimed to comprehensively verify the effects of music interventions for elementary, middle, and high school students with intellectual disabilities and to analyze differences according to various factors and intervention characteristics. To achieve this, a meta-analysis was conducted by collecting relevant domestic studies published between 1999 and 2025. The analysis results showed that music interventions produced positive changes across all domains—social-emotional, physical-motor, and cognitive-learning development—confirming that music intervention functions as an integrated approach that promotes holistic growth. In the sub-factor analysis, significant effects were found in social-emotional variables such as peer relationships, social development, self-esteem, and self-expression. Furthermore, the effectiveness of the intervention was enhanced when short-term intensive sessions were combined with sufficient activity duration. In conclusion, this study demonstrated that music intervention is an effective educational and therapeutic approach that provides substantial support for the emotional stability, social adaptation, and learning facilitation of students with intellectual disabilities. The findings also offer a valuable foundation for the development of evidence-based special education programs in the future.

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