The main obstacles in children with cerebral palsy are motor backwardness, changes in muscle strength and tone, a large percentage of them are accompanied by mental retardation (mental retardation), psychological and behavioral disorders such as social disorders, fear, inability to detach from the mother-child symbiosis circle, autism, hyperactivity, attention deficit, anxiety, depression, language or communication disorders, sensory disorders and so on. The rehabilitation of these disorders cannot be completely improved by modern and traditional Chinese medicine rehabilitation techniques, but rather by music therapy as an adjunctive technique in conjunction with rehabilitation techniques to achieve partial or complete recovery from cerebral palsy. Children with special needs can use music therapy to meet their communication, cognitive, perceptual-motor, social, emotional and psychological needs. Through the musical experience that it creates, it helps to change specific behaviors, improve the surrounding environment or teach new skills. Children with mental retardation: Music therapists can try to create a fun and enjoyable environment for children with mental retardation, so that children who usually have a sense of failure to learn can experience success. For example, when learning a simple song or game, the recipient of music therapy can simultaneously improve eye movement, attention span, orientation, verbal imitation, memory, good responsiveness, and auditory discrimination. Typical goals that music therapy seeks to establish. Music therapy can provide opportunities for children with mental retardation to learn to socialize and promote behaviors, such as self-awareness through responses to music and socialization in group music therapy: many children with severe mental retardation can have musical experiences while responding naturally to their surroundings. The therapeutic goal of music can be observed when the child gravitates toward a sound stimulus (e.g., a bell ring), which increases the child’s response to the surroundings. The music therapist may want the child to turn his or her head in the direction of the sound, gaze at the bell, approach it, make the bell sound, and imitate the ringing of the bell. Even at a minimal level, this activity stimulates and maintains the child’s awareness and prepares him or her for more complex skill development. Music has an advantage that visual stimulation does not – it focuses attention because it goes directly to the ear. Behavioral Disorders: Children with behavioral disorders such as ADHD, autistic tendencies, and conduct disorders can strengthen their self-awareness, self-expression, or self-evaluation through music therapy. Active musical behaviors, like playing instruments and singing, necessarily use the voice and body in an explicitly constructive way to produce the desired musical piece. Children engage in socially acceptable behaviors, and the ability to reject inappropriate behaviors relies on the guidance of more successful music therapy. When engaged in positive creative endeavors, a child can gain self-control over specific emotional releases. On the other hand, feelings that are easily misunderstood or difficult to portray in words can be experienced through the medium of musical expression. Music therapy can also be used to assess children’s emotional characteristics, such as asking a child to play an instrument to directly observe the process of expressing specific emotions. Also, when children play music, their facial expressions, nonverbal behaviors, or body language provide a good beginning to understanding their emotions. Motor Skill Disorders: In music therapy, a child with left-right motor coordination disorder and hand-eye coordination disorder develops coordination by playing a musical instrument and practicing consistent musical movements of the hands and legs. Coordination can also be developed by adding playing more complex melodies on the piano, for example, with each hand playing separately and then in tandem; the visual motor path required to translate a score to the keyboard is similar to the left and right eye movements required for reading. By playing a wind instrument, the breathing state can be controlled in a more coordinated way. Dance, which incorporates the movements of different parts of the body in a fluid, rhythmic manner. Listening to music can involve self-training and discernment when experiencing music-inspired imagery, learning responses such as clapping to music, and individual creative interactive behaviors such as free, improvisational activities. Music therapists can use rhythmic and musical cueing skills to achieve specific activities and physical relaxation. Communication Disorders: Children with accompanying communication disorders can be in music therapy in a variety of ways. Singing includes speech and language, and more specifically auditory memory, tonal harmony and fluency. Voice and wind instrument training provides a creative environment for specific exercises for children. It can be used in conjunction with speech therapy. The goals of therapy include improvement in articulation, pitch changes, breathing and speech rate. Children who do not have speech are better suited for music therapy. They do not have the numerous means of communication that we use and need to learn other ways to express themselves. Music therapy can provide methods to enhance communication as well as computer-assisted music methods to allow these children to express their feelings and thoughts through music. Sensory Impairment: Children with sensory impairment may have visual, auditory, or both impairments. Musical sensory stimulation and suggestive music with vibratory rhythms can help children with auditory impairments in speech and body movement. Children with visual impairments benefit from music therapy as they develop their auditory and musical abilities, making uncertain or rigid movements more flexible and natural through musical conditioning. Children in group classes, pseudo a group oriented intervention factor, music therapy is applied to children of all levels and abilities, allowing each participant to bring out his or her best. Music therapy allows children with cerebral palsy to have positive interactive behaviors in the classroom when the children are learning together in a group classroom. In summary, when music therapy is used with children with cerebral palsy, the goal of the treatment is to demonstrate to the treatment seeker that they are capable of performing or creating music themselves; by adapting instruments and applying appropriate musical techniques, this sense of value – the ability to create beautiful music – can be enhanced in children with cerebral palsy, and therefore joy can result. Music can also guide repetitive body movements that create an enjoyable experience for the child with cerebral palsy, more like play than homework, PT, etc. Music provides stimulation for children with cerebral palsy to complete some physical exercises that are uncomfortable for them, making them more comfortable and rhythmic in performing some of the necessary movements. Music therapy can teach social skills, motor skills, learning skills and conceptual skills to children with cerebral palsy with intellectual developmental disorders. It provides opportunities for self-expression, self-respect, and self-control in children with behavioral disorders. The acquisition of musical abilities in children with learning disabilities elicits the same development of abilities in their sensory and cognitive domains. The positive, creative aspects of musical learning provide rewards for enhanced free movement, rhythmic understanding, and sense of value in children with cerebral palsy who have motor skill impairments. The melodic and rhythmic elements of speech were enhanced for children with cerebral palsy who had communication impairments and were unable to use language to learn new ways to express themselves. Children with sensory impairments or physical challenges can develop their talents and strengths through music therapy.