The present study examines the improvement of life quality for students with "Autistic Spectrum Disorder" (ASD), by using interventional music and dance educational programs. The term quality of life is characterized as a multifaceted and complicated case, undefined and directly dependent on the research approach (Economou et al, 2001). In the present investigation, the quality of life focuses on psychological well-being, entertainment, education and social inclusion, while its sample refers to 4 students with Autism Spectrum Disorder, who are studying in a secondary special structure. The American Psychiatric Association (2013) describes "Autism Spectrum Disorder", as a term that replaced "Diffuse Developmental Disorders" (ADD), with the revised version of the DSM-5 (DSM-V, 2013), as a single condition with different levels of symptom severity, and guided by two main areas, a) deficits in social communication and social interaction and b) repetitive behaviors of interests and activities. Through the intervention were studied the ways that contributed to the enhancement and cultivation of students’ life quality in areas related to the improvement of their self-image, opportunities for engaging in extracurricular activities, as well as their integration into a group. The above are key elements in which people with "autism" are considered inadequate, weaknesses that can be covered by compensatory mechanisms (Papadopoulou, 2021). One of them is examined in the present study and refers to the education of students through traditional music and dance. The data collection tool is the observation lists of the teachers, whose answers were indexed for the needs of the qualitative method used. The result of this process shows that, a) the spirit of cooperation was strengthened; b) opportunities were given for socialization and participation in new activities, while c) students improved their self-esteem and self-discipline. Studies have shown the importance of music and dance in improving motor functions, attention, social interaction while also playing a key role in educating people with Autism Spectrum Disorder (Braun Janzen & Thaut, 2018 ∙ Kessler & Bromet, 2013). These researches confirm the significance of the present study and the results.

• Σύνδεση της μουσικής εκπαίδευσης με την καθημερινή ζωή
• Μουσική εκπαίδευση στην ειδική αγωγή

Kamilaki Areti (MEd, MA, Musician, Teacher, E.E.E.EK Naousas) was born in 1985 in Kastelli  Kissamos, Crete, Greece. At the age of six began her studies in violin, both in folk and classical types of music, at the conservatory of Metropolis. In 2004 she started studying at the Department of Music Science & Art of UoM in Thessaloniki with specialization in “Vocal and Instrumental Musical Performance of Greek Traditional (Folk) Music-Violin” and she graduated with first-class honors. Furthermore, she is holding two masters’ degrees. The first one, “Education and Disability. Emotional and Affective Dynamic” in University of Rome Tor Vergata and the second one “Sports Tourism, Event organizing, Dance” in Democritus University of Thrace with specialization in Dance. At the past, she has taught in music schools and over the last decade, she works as a teacher in special education high schools. Meanwhile, she is active as a music performer both at Greek and international level.