Comprensión de las experiencias de terapeutas en el uso de la musicoterapia como herramienta de aprendizaje significativo en niños y niñas entre 8 y 12 años con trastorno del espectro autista pertenecientes a una institución prestadora de salud de Bo

The development of this study is based on understanding therapists’ experiences in usingmusic therapy as a tool for meaningful learning in children aged 8 to 12 with autism spectrumdisorder, attended by a health institution in Bogotá. The methodology is qualitative, with aphenomenological study design and a sample of 10 professional therapists who were conductingintervention processes based on music therapy. The results highlight the favorable relationshipof meaningful learning through tools such as music therapy, in alternative approachesthat allow for greater understanding, identification, exploration, interaction, and stimulation in different areas of development. It is important to clarify the levels of interest in children for the optimal development of music therapy interventions, as this correlates with higher levels of meaningful learning, cognitive and communicative enhancement, and affinity for daily life processes that can be applied to their contexts. Motivation processes are essential in acquiring responses to music therapy intervention, significantly supporting parent-child dyads and fostering social and communicative exchanges with various people in their environment, as well as with social and linguistic peers. This approach enables growth in communicative skills in expressive, receptive, and emotional language, as well as kinesthetic abilities that promote thinking skills and creativity through meaningful learning. This research demonstrates how music therapy in children aged 8 to 12 with autism spectrum disorder has a positive impact,enhancing cognitive, communicative, social, and emotional skills. It not only involves the useof an instrument but serves as a bridge to increase interdisciplinary team participation in developing skills that contribute to meaningful learning. Efforts should continue to promote theimplementation of music therapy as a supportive tool for developing important daily life skillsand to encourage contributions from various fields, which can significantly enrich the study ofmusic therapy in Colombia as an intervention method for people with autism spectrum disorder.