The Development of Sounds of Intent
Outputs
In the first 20 years of the Sounds of Intent project, around 125 outputs were published by the research team. These stand in addition to those produced earlier, which subsequently had a bearing on the development of Sounds of Intent. Increasingly, materials have been produced by third parties, and these are listed here.
Publications from the Sounds of Intent team and associates
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Creech, A., & Enright, C. (2025) Pedagogies for later-life music learning and participation: Facilitating creative musical development in later-life. Facilitating Creative Musical Development in Later-Life. Palgrave Macmillan Cham.
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Ockelford, A., & Welch, G. (2020) New approaches in applied musicology: A common framework for music education and psychology research. Routledge.
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Moore, G., et al. (2021) Music pedagogy in the context of present and future changes: Proceedings of the International Symposium of Music Pedagogues No. 7 (S. Vidulin, Ed.). (in) Conference Report.
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Atkinson, R. (2022) Exploring the role of music therapy in the lives of children with Batten disease. Doctoral thesis. University of Brighton.
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Rushton, R. (2023) Exploring the impact of music on the play experiences of children and young people with profound and multiple learning disabilities (PMLD) and their supporting staff. Doctoral thesis. University of Brighton.
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Maia, A. R., & Morgado, J. (2021) Using Sounds of Intent (SOI) to evaluate impact of music therapy on girls with Rett syndrome. Approaches: An Interdisciplinary Journal of Music Therapy.
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Ockelford, A. (1987) Proposals for an Alternative System of Braille Music, Dissertation, Diploma in Special Education (Visually Handicapped), University of Birmingham.
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Ockelford, A. (1993) A Theory Concerning the Cognition of Order in Music, PhD thesis, University of London.
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Ockelford, A. (2016) Music education for children with special needs and special abilities. (in) European Perspectives in Music Education 4, Every Learner Counts: Democracy and Inclusion in Music Education, N. Stavrou and M. Stakelum (eds). Helbling.
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Ockelford, A. (2016) The development and nurture of prodigious musical talent in blind children with autism and learning difficulties: identifying and educating potential musical savants. Musical Prodigies: Interpretations from Psychology, Education, Musicology and Ethnomusicology, Gary McPherson (ed.), New York, NY: Oxford University Press. Oxford University Press. pp. 471-495.
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Himonides, E., Ockelford, A. and Voyajolu, A. (2016) Technology, SEN and EY. (in) The Routledge Companion to Music, Technology, and Education, A. King, E. Himonides and S. Ruthmann (eds). Routledge. pp. 79-90.
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Himonides, E. and Ockelford, A. (2016) Music technology and special educational needs. (in) Music, Technology, and Education: Critical Perspectives, A. King and E. Himonides (eds). Ashgate. pp. 173-190.
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Wilde, E., Ockelford, A. and Welch, G. (2016) Muziekonderwijs voor kinderen met speciale onderwijsbehoeften. pp. 56-77. 16.
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Ockelford, A. (2017) Comparing Notes: How We Make Sense of Music. Observer Magazine piece. Observer Magazine.
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Ockelford, A. (2017) Comparing Notes: How We Make Sense of Music. BBC Music Magazine review. BBC Music Magazine.
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Ockelford, A. (2017) Beyond music psychology. (in) The Oxford Handbook of Music Psychology (Second Edition), S.Hallam, I. Cross and M. Thaut (eds), New York: Oxford University Press. Oxford University Press. pp. 877-892.
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Ockelford, A. (2017) Little Amber: Musical Activity Cards for Blind or Partially Sighted Children. The Amber Trust.
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Voyajolu, A., Axon, R. and Ockelford, A. (2017) Researching the musical engagement of young children with retinopathy of prematurity. pp. 294-301.
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Ockelford, A. and Welch, G. (2018) Mapping musical development in learners with the most complex needs. (in) The Oxford Handbook of Music Education, Volume 4, G. McPherson and G. Welch (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 7-27.
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Ockelford, A. (2018) Commentary: special abilities, special needs. (in) The Oxford Handbook of Music Education, Volume 4, G. McPherson and G. Welch (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 3-6.
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Ockelford, A. (1994) Letter concerning blindness and AP to The Psychologist, 7(11), 489. p. 489. 7.
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Ockelford, A., Lisboa, T. and Voyajolu, A. (2018) IMAGINE: Autism, Ideas for Musical Activities and Games In the Early Years for Children on the Autism Spectrum using the Sounds of Intent Framework of Musical Development, (pilot materials, the subject of Caitlin Shaughnessy’s doctoral study). University of Roehampton.
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Ockelford, A. (2018) Tuning In Music Book: Sixty-Four Songs for Children with Complex Needs and Visual Impairment to Promote Language, Social Interaction and Wider Development. Jessica Kingsley.
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Ockelford, A. (2018) Tuning In Cards: Activities in Music and Sound for Children with Complex Needs and Visual Impairment to Foster Learning, Communication and Wellbeing. Jessica Kingsley.
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Ockelford, A. (2019) Repetition in Music: Theoretical and Metatheoretical Perspectives. повторение в музыке теоретические и метатеоретические перспективы, trans. Andrey Molchanov, Konstantin Kurlenya and Olga Kalinkina. State Conservatory of Music.
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Ockelford, A. (2019) Sounds of Intent in the Early Years: Research and Development Project, 2015-2018. Soundabout.
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Ockelford, A., Atkinson, R. and Herman, K. (2019) The Potential Role of Music to Enhance the Lives of Children and Young People with Neuronal Ceroid Lipofuscinosis (Batten Disease): A Report on a Three-Year Research Project Undertaken by the Applied Music Research Centre at the University of Roehampton. The Amber Trust.
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Ockelford, A. and Atkinson, R. (2019) Music education and music in education. (in) S. von Tetzchner, B. Elmerskog, A.G. Tøssebro and S. Rokne (eds), Juvenile Neuronal Ceroid Lipofuscinosis, Childhood Dementia and Education, Melhu. Snøfugl Forlag. pp. 343-358.
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Ockelford, A. (2019) A different way of imagining sound: probing the inner auditory worlds of some children on the autism spectrum. (in) The Oxford Handbook of Sound and Imagination, Volume 2, M.Grimshaw-Aagaard, M. Walther-Hansen and M. Knakkergaard (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 409-423.
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Ockelford, A. and Gray, S. (2019) A Music Curriculum for Children and Young People with Profound Brain Injury Based on the Sounds of Intent Framework of Musical Development. The Children’s Trust.
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Ockelford, A. and Welch, G. (2020) New Approaches in Applied Musicology: A Common Framework for Music Education and Music Psychology Research. Routledge.
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Ockelford, A., Voyajolu, A. and Gray, S. (2020) Inspiring Sounds 2018-2019: Report on Birmingham Services for Education Music in Special Schools Project. Services for Education.
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Ockelford, A. and Voyajolu, A. (2020) The development of music-structural cognition in the early years: A perspective from the Sounds of Intent model. (in) New Approaches in Applied Musicology: A Common Framework for Music Education and Music Psychology Research, A. Ockelford and G. Welch (eds). Routledge.
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Ockelford, A. (1994) Objects of Reference:Promoting Communication Skills and Concept Development with Visually Impaired Children who have Other Disabilities (Revised Edition). Royal National Institute for the Blind.
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Ockelford, A. and Grundy, R. (2020) Expectations evoked on hearing a piece of music on more than one occasion: evidence from a musical savant. (in) New Approaches in Applied Musicology: A Common Framework for Music Education and Music Psychology Research, A. Ockelford and G. Welch (eds). Routledge.
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Ockelford, A. (2020) Extending the Sounds of Intent model of musical development to explore how people with learning difficulties engage in creative multisensory activities. (in) New Approaches in Applied Musicology: A Common Framework for Music Education and Music Psychology Research, A. Ockelford and G.Welch (eds). Routledge.
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Ockelford, A. (2020) With Music in Mind: Music Resources for Children and Young People with Neurodegenerative Disease. The Amber Trust / Routledge.
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Ockelford, A. (2020) Amber Sound Touch: The Amber Trust's Online Resource for Teaching Music to Blind Children.
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Costa F, Ockelford A, Shaughnessy, C. (2020) ‘A report of a pilot study exploring the use of a mnemonic strategy for the recall and use of functional language in people with dementia. 6(42).
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Ockelford, A. (2021) Soundabout Life: Music Resources for Families with Young Adults with Profound and Multiple Learning Difficulties. Routledge.
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Ockelford, A. (2021) Little Soundabout: Music Resources for Families with Young Children with Profound and Multiple Learning Difficulties. Routledge.
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Voyajolu, A., Axon, R. and Ockelford, A. (2021) The impact of visual impairment on early musical development. Oxford University Press.
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Thompson, G., Lisboa, T. and Ockelford, A. (2021) Autism and family-centred approaches in and through music’, in Oxford Handbook of Early Childhood Music Learning and Development, Barret, M. and Welch, G. (eds). Oxford University Press.
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Ockelford, A. and Miller, O. (1995) One of the Family: Set of Four Videos and Booklets for Parents and Professionals Caring for and Working with Children and Young People with Visual Impairment and Complex Needs, 2. ‘Making contact’. Video. Royal National Institute of the Blind.
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Ockelford, A. and Miller, O. (1995) One of the Family: Set of Four Videos and Booklets for Parents and Professionals Caring for and Working with Children and Young People with Visual Impairment and Complex Needs, 2. ‘Making contact’. Booklet. Royal National Institute of the Blind.
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Ockelford, A. (2021) Wiederholung. (in) Handbuch Musikanalyse, A. Jeßulat, O. Schwab-Felisch, J. Sprick and C. Thorau (eds). Bärenreiter.
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Ockelford, A. (2021) Exploring the effectiveness of a musical intervention for socially and economically disadvantaged children in the early years, and for those with complex needs: the IMAGINE research project, Phase 1. Oxford University Press.
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Ockelford, A. (2021) Musical savants. (in) The Science and Psychology of Music: From Beethoven at the Office to Beyoncé at the Gym, W. Forde Thompson and K.Olsen (eds), Santa Barbara, CA: Greenwood. Greenwood. pp. 89-94.
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Ockelford, A. (2021) New potential: the role of music in the lives of children with juvenile dementia. pp. 66-68. 110.
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Ockelford, A. (1996) Music Matters: Factors in the Music Education of Children and Young People who are Visually Impaired. Royal National Institute for the Blind.
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Ockelford, A. (1996) Points of Contact: A Braille Approach to Alphabetic Music Notation. Braille Authority of the United Kingdom.
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Ockelford, A. (1996) All Join In! A Framework for Making Music with Children and Young People who are Visually Impaired and have Learning Disabilities, 24 Songs. Royal National Institute for the Blind.
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Ockelford, A. (1998) Sound Moves: Making Music with Children who have Severe or Profound and Multiple Learning Disabilities (video). Cover. Royal National Institute for the Blind.
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Ockelford, A. (1998) Sound Moves: Making Music with Children who have Severe or Profound and Multiple Learning Disabilities (video). Video. Royal National Institute for the Blind.
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Ockelford, A. (1988) Some observations concerning the musical education of blind children and those with additional handicaps.
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Ockelford, A. (1988) Some observations concerning the musical education of blind children and those with additional handicaps. Audio excerpt 1.
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Ockelford, A. (1988) Some observations concerning the musical education of blind children and those with additional handicaps. Rushton Hall record sleeve.
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Ockelford, A. (1988) Some observations concerning the musical education of blind children and those with additional handicaps. Video excerpt 2.
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Ockelford, A. (1998) Music Moves: Music in the Education of Children and Young People who are Visually Impaired and have Learning Disabilities. Royal National Institute for the Blind.
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Ockelford, A. (1998) Music Moves: Music in the Education of Children and Young People who are Visually Impaired and have Learning Disabilities. Supplement, 1998–1999. Royal National Institute for the Blind.
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Ockelford, A. (1999) The Cognition of Order in Music: A Metacognitive Study. Roehampton. Centre for Advanced Studies in Music Education, University of Roehampton.
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Ockelford, A. (2001) Objects of Reference: Promoting Early Symbolic Communication (Third Edition). Royal National Institute of the Blind.
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Welch, G., Ockelford, A. and Zimmermann, S. (2001) PROMISE (The Provision of Music in Special Education). Institute of Education and Royal National Institute of the Blind.
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Ockelford, A., Welch, G., Zimmermann, S. and Himonides, E. (2004) Sounds of Intent. pp. 12-15. 40.
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Ockelford, A. (1991) The role of repetition in perceived musical structures. (in) Representing Musical Structure, P. Howell, R. West, I. Cross (eds). Academic Press. pp. 129-160.
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Ockelford, A. (2005) Repetition in Music: Theoretical and Metatheoretical Perspectives. Routledge.
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Ockelford, A. (2005) Sound track. (in) Visual Needs, O. Miller and A. Ockelford (eds). Continuum. pp. 49-72.
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Ockelford, A., Welch, G., Zimmermann, S. and Himonides, E. (2005) ”Sounds of intent. pp. 898-902. 1,282.
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Ockelford, A. (1991) Derek Paravicini: a boy with extraordinary musical abilities. pp. 8-10. 1.
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Ockelford, A., Welch, G., Zimmermann, S. and Himonides, E. (2005) Mapping musical development in children with PMLD: the Sounds of Intent project. pp. 20-23. 43.
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Ockelford, A. (2006) Using a music-theoretical approach to explore the impact of disability on musical development: a case study. (in) Sounding off: Theorizing Disability in Music, N. Lerner and J. Straus (eds), New York, NY: Routledge. Routledge. pp. 137-153.
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Bruce, T. and Ockelford, A. (2006) Understanding symbolic development. Early Childhood: A Guide for Students (Second Edition), T. Bruce (ed.). Sage. pp. 105-118.
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Ockelford, A. (2007) In the Key of Genius: The Extraordinary Life of Derek Paravicini. Hutchinson.
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Ockelford, A. and Miller, O. (1993) The World in Our Hands: Set of Five Videos and Booklets for the Parents of Blind Babies, 3, ‘Sounds important’, video. Royal National Institute of the Blind.
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Welch, G., Ockelford, A., Zimmermann, S., Himonides, E. and Carter, F.-C. (2008) Sounds of Intent: Research Project Outcomes. Institute of Education.
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Ockelford, A. (2008) Teaching students with special educational needs at key stage 3. pp. 8-9.
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Ockelford, A. (2008) Beyond music psychology. (in) Oxford Handbook of Music Psychology (First Edition), S. Hallam, I. Cross and M. Thaut (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 539-551.
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Welch, G., Ockelford, A., Carter, F.-C., Zimmermann, S.-A. and Himonides, E. (2009) ”Sounds of Intent. pp. 348-370. 37.
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Ockelford, A. and Miller, O. (1993) The World in Our Hands: Set of Five Videos and Booklets for the Parents of Blind Babies, 3, ‘Sounds important’, booklet. Royal National Institute of the Blind.
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Cheng, E., Ockelford, A. and Welch, G. (2009) Researching and developing music provision in special schools in England for children and young people with complex needs. pp. 27-48. 2.
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Ockelford, A. and Matawa, C. (2009) Focus on music: part two. Exploring the musicality of children and young people with retinopathy of prematurity. pp. 36-37. 24.
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Ockelford, A. (2010) Windows on the musical mind. (in) What’s Special? Opera, Dance and Music Education for People with Special Needs across Europe, K. Heid and I. Joly (eds). European Network for Opera and Dance Education. pp. 48-51.
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Ockelford, A. and Welch, G. (2010) Sounds of Intent. (in) Music as a Natural Resource: Music Education Project, Compendium produced by the United Nations’ International Council for Caring Communities.
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Ockelford, A. and Welch, G. (2010) Sounds of Intent. (in) Music as a Natural Resource: Music Education Project, Compendium produced by the United Nations’ International Council for Caring Communities. Figure 1.
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Ockelford, A. and Welch, G. (2010) Sounds of Intent. (in) Music as a Natural Resource: Music Education Project, Compendium produced by the United Nations’ International Council for Caring Communities. Figure 2.
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Ockelford, A. and Welch, G. (2010) Sounds of Intent. (in) Music as a Natural Resource: Music Education Project, Compendium produced by the United Nations’ International Council for Caring Communities. Figure 3.
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Sloboda, J. (2011) Response to 'Another exceptional musical memory: evidence from a savant of how atonal music is processed in cognition'. (in) Music and the Mind: Essays in Honour of John Sloboda, I. Deliège and J. Davidson (eds). Oxford University Press.
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Ockelford, A. (1992) Music Notation for People with a Severe Visual Impairment: A Discussion Document. Royal National Institute for the Blind.
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Ockelford, A. (2012) Applied Musicology: Using Zygonic Theory to Inform Music Education, Psychology, and Therapy Research. Oxford University Press.
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Ockelford, A. and Welch, G. (2012) What can musical engagement in children with cognitive impairment tell us about their sense of self? Personhood and Music Learning: Connecting Perspectives and Narratives, S. O’Neill (ed.), Waterloo. Canadian Music Educators Association. pp. 216-240.
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Ockelford, A. and Markou, K. (2012) Music education and therapy for children and young people with cognitive impairments: reporting on a decade of research. (in) Music, Health, and Wellbeing, R.MacDonald, G. Kreutz, and L.Mitchell (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 383-404.
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Ockelford, A. (2012) Imagination feeds memory: exploring evidence from a musical savant using zygonic theory. (in) Musical Imaginations: Multidisciplinary Perspectives on Creativity, Performance and Perception, D. Hargreaves, D. Miell and R. MacDonald (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 31-61.
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Ockelford, A. (2012) Songs without words: exploring how music can serve as a proxy language in social interaction with autistic children. (in) Music, Health, and Wellbeing, R. MacDonald, G. Kreutz, and L.Mitchell (eds), New York, NY: Oxford University Press. Oxford University Press. pp. 289-323.
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Welch, G., Himonides, E., Ockelford, A., Vogiatzoglou, A. and Zimmermann, S. (2012) Understanding and nurturing musical development in children and young people: the Sounds of Intent project. Proceedings of the Twenty-Fourth International Seminar on Research in Music Education, C. Johnson (ed.). pp. 247-256.
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Ockelford, A. (1992) Music and Visually Impaired Children: Some Notes for the Guidance of Teachers. Royal National Institute for the Blind.
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Ockelford, A. (2012) Sounds of Intent: Comparison with the ‘P-Levels’ for Music.
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Ockelford, A. (2013) Music, Language and Autism: Exceptional Strategies for Exceptional Minds. Jessica Kingsley.
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Ockelford, A. (2013) Abilities and inabilities in autism: different sides of the same coin?
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Ockelford, A. (2014) Through a glass, vividly: shedding light on the extraordinary musical journeys of some children on the autism spectrum. (in) Advanced Musical Performance: Investigations in Higher Education Learning, I. Papageorgi and G. Welch (eds). Ashgate. pp. 143-170.
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Ockelford, A. (2014) Applied Musicology. Music in the Social and Behavioral Sciences, W. Forde Thompson (ed.), Los Angeles, CA: Sage. Sage. pp. 67-68.
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Ockelford, A. (2014) Autism spectrum disorder. Music in the Social and Behavioral Sciences, W. Forde Thompson (ed.), Los Angeles, CA: Sage. Sage. pp. 114-117.
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Welch, G. and Ockelford, A. (2015) The importance of music in supporting the development of children with learning disabilities. pp. 21-23. 2.
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Thematic map
For ease of access, the outputs of the Sounds of Intent research team and their are associates are organised thematically. Follow the links to access the publications. Note that only the principal connections between themes are shown - there are many others that will become evident through a detailed examination of the texts.