Journal articles on the topic 'Children with disabilities Education Music'

Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.

56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.

The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of whom had disabilities, were selected for observation. No specific instructions were given to students regarding interactions with peers with disabilities. Computerized software was used to record on-task and off task behaviors. Findings show differences among typical students related to the two classmates with disabilities and in different locations. Results discussed include individual differences among typical students, location and the academic success of students with and without disabilities, and the importance of teaching typical children when and how to interact with their classmates with disabilities.

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1), n=14) or “short-term” (7 weeks beginning 7 weeks later in February (Time 2), n=17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

This article is devoted to the problem of forming of social competence of children with complex developmental disabilities by means of Music Art in rehabilitation centers. This is a key task of institutions that provide pedagogical, psychological, social and comprehensive rehabilitation services to children with disabilities. It was found that social competence determines the important components of integration processes, stimulates the acquisition of imitational skills and bilateral communication skills in children with complex developmental disabilities, formulate clear, accessible for determinant perception of children with psychophysical disabilities own social positions in today's society. It was found that new methods and technologies, which are implemented in the conditions of rehabilitation institutions, are aimed at mastering elementary social algorithms that facilitate the socialization of children with complex developmental disabilities by giving them practical tools for self-sufficient living within a modern society. It is grounded that the introduction of "The Integrated social and artistic course "My World" into the system of corrective and developmental activities within rehabilitation institutions can start a systematic line of social development of children with complex developmental disabilities. It is emphasized that adhering to a holistic line of social development of a child with complex disabilities during musical and corrective activities will enable children with complex developmental disabilities to generalize their own practical experience and independently solve elementary social problems. It is argued that the implementation of "The Integrated social and artistic course "My World" is an important condition for the formation of social competence of children with complex developmental disabilities by means of music education under the conditions of rehabilitation centers.

The article outlines the problem of social and psychological adaptation of children with mental disabilities in institutions of additional education (on the example of music education) as a consequence of the predominance of the informative-logical approach in pedagogy, which is poorly combined with the principles of inclusion. The purpose of the study is to offer, as an alternative, an introduction to academic education of K. Orff's pedagogical principles. The article discusses their key features and benefits. The scientific novelty lies in the fact that in domestic education the issue of using spelling techniques for the socio-psychological adaptation of children with disabilities is raised for the first time. The study revealed: a contradiction between the legal framework that guarantees inclusion for children with mental disabilities and difficulties on the part of educational organizations that provide it; the advantages of the humanistic approach, one of which is the pedagogical concept of Karl Orff; the possibility of using spelling techniques in the socio-psychological adaptation of children with mental disabilities.

The purpose of this study was to examine the impact of disability simulations on the attitudes of individuals who will be working with children with special needs in music settings and to compare these attitudes between student music therapists and pre-service music educators. Each participant completed a questionnaire on the first day of class and again after participating in a disability simulation approximately two weeks later. The disabilities simulated included an individual with a one-arm amputation, an individual requiring mobility in a wheelchair due to paralysis, an individual with a hearing impairment, and an individual with a visual impairment. Results indicated that participants had more positive attitudes after experiencing the simulation although there was no difference between majors (music therapy or music education). Results also indicated that attitudes showed a greater shift when statements on the questionnaire were stated negatively rather than positively. Limitations and implications for future studies were discussed.

When teaching children with disabilities, the home–school music connection can be the key to keeping our students engaged and motivated while increasing students’ self-regulation and positive interactions with peers. This article aims to shed light on classroom experiences with popular music of two third-grade students with sensory processing disorder and on how ‘music sharing turns’ influenced their overall engagement and ability to self-regulate in music classes. Music sharing turns, a weekly music ‘show and tell’, provided opportunities to bring popular music and activities they enjoy at home into the classroom. The results show that the participants were easily engaged and experienced greater self-regulation and awareness of others during music sharing turns. Music sharing turns also provided a predictable environment for peer interaction with opportunities to take on leadership roles within the classroom while remaining open-ended in a way participants could make their own.

The aim of this case study was to explore the effects of music instruction according to the E. Willems teaching method on the music abilities and language skills in students with intellectual disabilities (ID). Eight students with ID (average age 9.64 years) participated in the study. They attended 35 music lessons during the school year. Each lesson included tasks for developing four domains: auditory perception, rhythm, singing songs and natural body movement. We developed the tasks for measuring music abilities and language skills and applied them three times: before the music training, immediately after the training and in delayed measurement 10 months after the training. Results showed a significant improvement in the music abilities in rhythm between the first and the second measurements. The improvements between the first two measurements were also found in language skills, in following instructions and in discrimination and repetition of phonemes in pairs. The research method used does not allow for the generalization of results, but it is the first step in empirical research into the effects of music instruction according to the principles of E. Willems’ pedagogy in children with ID.

The article analyzes the processes of information, transforming the educational environment of children with profound visual impairment. It emphasizes the need for changes in the content of musical education in connection with the use of specialized software and hardware, digital educational resources. The features of the process of teaching music using musical computer technology for blind people, which is due, in particular, the complexity of the complex psychological reactions of people with profound disabilities

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And – which is more – you'll be a Man, my son!" ("If" by Rudyard Kipling) The article is devoted to the topic of introducing inclusive education in Ukrainian art institutions. The historical background of the genesis of the phenomenon of inclusion in society is presented, as well as a description of the state of art education during the Soviet totalitarianism. It is noted that inclusion in art is a synthesis of a number of components, among them relevant are: legislation (national and international), historical background, mental features, socio-cultural context. The content of inclusive education in art schools and specialized music schools operating at conservatories is also considered. Attention was drawn to the problems of implementing inclusion in such educational institutions, because just a few years ago, such a model of education with its equal opportunities and barrier-free access was not a priority and was not even considered. It is noted that the new paradigm in general (and, in particular, in art education) is a complex system of knowledge in pedagogy, medicine, psychology, which is necessary for the integration and adaptation of a special contingent of people into society. One of the pedagogical art programs for working with children with disabilities in educational institutions, created by direct participants in the educational process – music teachers of one of the regional art schools, was presented. It is noted that the document approves the education system for children with special educational needs as vertical-horizontal (in fact, the usual simple Descartes coordinate system), because the level of the program takes into account the age qualification of the applicant (child) and is directly related to the psychophysical development of the applicant. The main provisions, goals and principles, directions of implementation of the "Concept of inclusive art education" are also outlined, which cover the entire spectrum of this paradigm in education. The article highlights the non-institutional form of inclusion in art: festivals, creative competitions. It is noted that this form of entry of a child into society is no less important than the actual education in educational institutions. The study uses empirical research methods: observation, synthesis, and analysis. The paper concludes that the needs of society (including the humanization of education, Ukraine's attempts to join the European community), which required urgent solutions, created a situation in which professionally high-quality personnel of art educational institutions were psychologically unprepared to work with children with special educational needs. That is why the presented work indicates that the teaching staff prepared for specific working conditions is the primary link, the basis for further successful development of inclusion in art education.

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

The focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educational process intended to ensure students' readiness to provide a system of educational services to people with special educational needs in their future professional activity. This involves mastering one's inclusively oriented musical and pedagogical knowledge, skills, and personal qualities. The results of the most recent research in the fields of art and music-pedagogical theory regarding the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used to improve the professional training of future music art teachers for children's inclusive learning; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated. The innovative content of children's instruction, which consists of a specially chosen vocal repertoire, lesson and extracurricular forms of training, and particular teaching methods for students with special educational needs are all part of the developmentally and correctively oriented singing training techniques.

BACKGROUND: Information and communication technologies can make a significant difference in the lives of individuals with disabilities. Hardware and software services adapted for the type of disability may enable the individuals with disabilities to make use of information and communication technologies. OBJECTIVE: The aim of the study was to examine the use of internet and technological devices in children with disability from the perspective of parents. METHODS: This was a cross-sectional and descriptive study. The sample group was comprised of parents who accepted to take part in the study and who have children continuing their education at a special education and rehabilitation center. Family and Child Introductory Information Form, Use of Internet and Technological Devices Information Form were used for data acquisition. RESULTS AND CONCLUSIONS: It was determined that 97.5% of the children have smart phones, 45% have tablets and 34% have computers and that smart phones, tablets and computers are used for playing games by 64%, 27% and 10% of the children respectively. The present study has shown that children with disability are able use technological devices by themselves for the purposes of following social media, playing games, watching films/cartoons, listening to music, doing homework, chatting and taking photographs.

The place of music in the school curriculum is under increasing threat, yet this is contrary to the growing evidence base of music’s value to pupils’ social and psychological development. A contributory factor is that many teachers report a lack of training, skill, confidence, or resources for excluding music in their classroom. An innovative project used young adults with disabilities as music mentors to improve children’s access to creative music-making, while also providing non-threatening models to the children’s teachers and providing them practical tools to embed music in their classrooms. An evaluation was undertaken of the project’s impact. Eight classes from four schools in a city with high levels of social deprivation received 16 hours of music sessions over a four-week period, usually in the form of a four-hour workshop. Information was gathered from 171 children, the parents of 54 pupils; 8 class teachers; and 2 head teachers. The pupils’ knowledge and appreciation of music showed significant improvements and their enthusiasm for music making had increased, which parents also confirmed. The teachers and head teachers identified five ways in which they had gained from Project Sparks with an increased appreciation of the potential value of music in the school curriculum. Further research is needed to identify how innovative projects can be sustained and extended to many more teachers and schools.

The purpose of this study was to examine phenomenologically a special needs fieldwork experience through the perceptions of seven participants. All of the participants were a part of a long-term field experience. The research question was: How was this experience, assisting and teaching students with special needs in an elementary general music context, perceived and constructed by the participants individually and as they collaborated and interacted with one another, as indicated by journals, semistructured interviews, case writing, and field observations? A qualitative particularistic case study design was used in this investigation. Data included journals, participant interviews, observations, and an orientation session video. Findings suggested that (a) the orientation process to fieldwork with children with disabilities, which included the case method of teaching, was perceived as valuable; (b) observation, journaling, discussion, and the relationships that emerged were important to the participants; and (c) reflective practice may have occurred in this study.

We review and discuss the literature related to adaptive musical instruments since 2000, focusing on the use of such instruments with children with disabilities. The aim of this review is to provide a synthesis of perspectives and answer the following questions: How have music technologies, including both software and hardware, been used for children with disabilities and how have they been tested and evaluated? What have been the research questions asked and outcomes evaluated concerning these instruments? The studies reviewed include intervention, narrative and descriptive studies. One observation is that adaptive instrument design and research cuts across many different disciplines including music therapy, education and engineering. We considered articles taking functional and rehabilitation informed perspectives as well as critical disability studies, for which music making is often discussed as a human right independently of potential benefits. We discuss methodological approaches used in these studies, and reports of user’s opinions concerning the use of AMIs. It is worth noting that most uses of AMIs by the population under consideration are highly improvisatory, and so a methodological challenge frequently reported is how can the effectiveness of AMIs be assessed without focusing only on easily measurable outputs? We reveal divisions existing between research focusing on the use of AMIs with precise therapeutic and pedagogic goals in mind, and that interested in more general positive effects of improvised collective creative activity and its role in community building. With this two-fold perspective, we analyse the limitations of current research and derive questions for future directions.

The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

Целью данной статьи является вопрос определения и разработки педагогических основ приобщения детей с ограниченными возможностями здоровья к музыке православных праздников: дидактическая система взаимосвязи педагогов и учащихся, содержания и средств (формы, методы, приемы) обучения на основе сочетания религиозно-духовного и культурологического компонентов в содержании музыкально-образовательной деятельности. В развитии современного национального образования особое значение приобретает процесс становления и полноценного развития жизненно-творческой личности, раскрытие его личностно-индивидуальных качеств и задатков, осознание самоценности и самодостаточности, приоритетности общечеловеческих ценностей. Особенно важным и определяющим в процессе личностного роста является дошкольный период, который создает основу для динамических изменений в дальнейшем онтогенезе человека. Именно этот период ученые сравнивают с заложением фундамента здания, от качества и надежности которого будет зависеть вся красота и величие будущего сооружения. Кроме того, современное состояние развития общества аккумулирует необходимость гуманизации образовательного процесса, признания личности главной ценностью бытия, гармонии человека, природы и общества. Приоритетным при этом возникает создание эмоционально-стимулирующего учебной среды, поощрения инициативы учащихся, установление доверительных межличностных отношений между педагогом и детьми, направленности учебного процесса на развитие потенциала и творческих способностей детей и отказ от авторитарной педагогики и педагогического давления на детей. Формальная передача знаний и социальных норм в традиционной педагогике продемонстрировала неспособность сформировать целостную самодостаточную личность, готовую к самореализации и осознанного и ответственного выбора в определенных жизненных обстоятельствах и ситуациях. The purpose of this article is to determine and develop the pedagogical foundations for introducing children with disabilities to the music of Orthodox holidays: a didactic system of the relationship between teachers and students, the content and means (forms, methods, techniques) of teaching based on a combination of religious, spiritual and cultural components in the content of musical and educational activities. In the development of modern national education, the process of formation and full-fledged development of a vital and creative personality, the disclosure of its personal and individual qualities and inclinations, awareness of self-worth and self-sufficiency, the priority of universal values is of particular importance. Especially important and decisive in the process of personal growth is the preschool period, which creates the basis for dynamic changes in the further ontogenesis of a person. It is this period that scientists compare with the laying of the foundation of a building, on the quality and reliability of which all the beauty and grandeur of the future structure will depend. In addition, the current state of society's development accumulates the need for humanization of the educational process, recognition of the individual as the main value of being, harmony of man, nature and society. The priority in this case is the creation of an emotionally stimulating learning environment, encouraging the initiative of students, establishing trusting interpersonal relations between the teacher and children, directing the educational process to develop the potential and creative abilities of children and rejecting authoritarian pedagogy and pedagogical pressure on children. The formal transfer of knowledge and social norms in traditional pedagogy has demonstrated the inability to form an integral self-sufficient personality, ready for self-realization and conscious and responsible choice in certain life circumstances and situat.

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers’ knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students’ different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.

The purpose of this study is to design and implement a movement expression activity program through ICT using Laban's LMA in recognizing movements of children with intellectual disabilities. Kinect and Laban's movements were used to construct a motion expression activity program. In this research method, screen image screen and theme music were used as contents of musical work <Les Miserable>. The motions of randomly set to 40 kinds, and when the movement of the screen coincided with each other, the score was displayed with the ringing tone. The experimental design was conducted for 13 children with disabilities for 4 days (12. 21 ~ 12. 25. 2016). In addition the willingness to match the motion of the screen in kinetic expression activities using Kinect, repetitive exercises gradually improved the completeness of the movements and the final score of the game. This study, it has been observed that curiosity, interest, and immersion in movement expression activity are designed and implemented by using Kinect for the movement expression activity program with a new education game approach that can eliminate the fear of physical activity it was tried.

According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world.

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stories, visual arts, painting and drawing. However, its most important component is the very specific and intimate relation, which connected her to children. This distinctive feature of the Kokas-method is hard to teach. Klára Kokas approached to people with problems, suffering and disabilities, especially to marginalized and disadvantaged children with utmost empathy. She struggled to develop the social-cognition skills and affectionate behavior of the handicapped children through her own invented musical method.Her writings reflected her relationship with God, namely the presence of Him which can be felt behind the scenes. His name was mostly unspoken, yet when she named Him, it was to reveal that God was always in her mind, like in her words and musical activities too.The goal of this paper is to search and frame that text corpus, which can outline the spirituality of Klára Kokas with the aim of drawing up her relationship with God and children – according to her publications, writings, essays, books, short-film compilations, movie archives and interviews (Kokas, 1992; 1999; 2002; 2007; 2012; 2013). The contours of her spirituality from her teachings, manuscripts and publications couldn’t be attributed to any religious denomination. Also, to be presented are her notions about youth and teenage spirit and a unique relation with the world, her own students, the talents, the music and the holiness: the spirituality of Klára Kokas. The importance of beliefs and moral convictions in the art of education will be outlined.A single paragraph of about 150-200 words maximum. For research articles, abstracts should give a complete overview of the work. We encourage authors to use the following style of abstracts: background, methods, results and conclusion. The abstract should give an objective representation of the article.

This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.

The article examines the problem of improving the psychophysical health of primary school students. The development of their musicality through a combination of visual, auditory, tactile, and motor sensations in the process of making music is described. Improvement of speech, coordination of movements, and fine motor skills of hands, emotional and sensory sphere is analyzed. It is the integration of children with mental and physical disabilities into the general educational space that is one of the areas of humanization of the entire education system and meets the priorities of public policy.The role and features of the use of art-therapeutic methods in the work of a teacher of music/art to create a comfortable environment for the formation of a comprehensively developed personality of the applicant of primary education are analyzed. Primary school is of special importance. As a child's psychological stability, personality traits, and character are formed during this period of their development. The experience of a specialist-practitioner of general secondary educational institution №52 in Mariupol was used, who for many years successfully implements art-pedagogical methods and techniques in music/art lessons and extracurricular activities in primary school, which contribute to the development of the emotional sphere of students with special educational needs. Psychophysical conditions, the formation of stable interest, and love for music are presented. Removal of neuropsychiatric overload, restoration of positive emotional and energetic tone is revealed. The creation of such conditions will ensure high-quality mastering of art by junior schoolchildren with special educational needs, as well as contribute to their spiritual, moral, and psychophysical development, which is relevant in the modern world.

The importance of formation and development of creativity of primary school students is recognized by specialists in pedagogy and psychology. At the same time, one of the topical problems is the increase in the number of children with special educational needs. The purpose of the study is to regard the function of the aesthetic and imaginative perception of the world as a constituent of creative competence of primary school students in the context of a potential growth point for a child with specific learning disabilities. The subject of the study is the dynamics of indicators of creative competence (creative imagination, in particular) demonstrated by children as a result of mastering an integrated set of activities aimed to develop creative thinking in primary school students to be able to solve tasks, as well as to form creative competence, to improve self-expression and self-regulation through the use of tools of creative activities and to introduce children to works of culture and art in the conditions of inclusive education. At the stage of the ascertaining experiment, the creative imagination of children participating in the experiment was evaluated according to the methodologies of Dyachenko O. ("Drawing figures") and Kravtsova E. ("Where is its place?"). The general tendency, which is true for the results of the ascertaining experiment with the application of both methods, is the absence of children with a high level of imagination development in the group studied. Integrated lessons aimed to the formation and development of creative imagination in children with developmental delay were carried out for a year and a half, in inclusive groups. In the course of the complex work, the elements of art therapy, logopedic rhythm, psycho-gymnastics, fairy-tale therapy, dance movement therapy and music therapy were used, the means of theatricalization and dramatization were actively applied. According to the results of the ascertaining experiment, it is revealed that the subjects have the ability to overcome the stereotypes formed on the basis of the accumulated experience, which is one of the elements that determine the success of creative activity. As a result of the study, it was discovered that creative imagination regarded as a component of the creative competence of primary school students could be stimulated and improved with the help of a psychological-pedagogical influence during the application of the methodology of integrated lessons of the aesthetic course.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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The article presents the main ergonomic factors that contribute to the formation of archi- tecture. The use of ergonomic requirements in the field of architectural design is due to the prob- lems of architectural ergonomics, which are associated with the formation of an environment that allows the child to use his abilities and respond to his individual requests. Based on the studies, 4 main ergonomic factors are identified and their detailed characteristics are given. One of the most important subsystems of the social sphere of any state is nurturing, treat- ment and education of children with various types of disabilities and limitations, which determines the potential of social, economic and cultural development. In our country we are actively searching for the solutions that allow flexible use of the building, taking into account emerging changes in the forms and methods of rehabilitation and training. The solution of this problem is to create open internal, transformed space for children’s rehabilitation centers. In fact the features and specifics of the rehabilitation is a research institution in which there is a research part and it carries out the work in each individual situation, and in the activity of the specialist as a whole, and without focusing on this aspect, this work becomes a simple formality. The application of ergonomic requirements in the field of environmental architectural de- sign highlights the problems of architectural ergonomics, associated with the formation of our im- mediate surrounding, in accordance with individual requests of the person, taking into account the facilitation of the fulfillment of human life functions. Against this background, it is necessary to be very responsive to creating of the architectural environment for children with disabilities. Ergo- nomic factors are the most important forming factors for particular architecture that will affect the treatment and rehabilitation of such children. Thus, the ergonomic factors, that affect the formation of rehabilitation centers for the chil- dren with disabilities, can be divided into 4 groups: • spatial and anthropometric requirements (dimension and size of the equipment and furniture, geometric parameters of space, spatial human behavior, human anthropomet- ric characteristics); • determination of number of storeys; • barrier-free architecture; • psycho-physiological environment. Correcting the architectural environment would reduce the problem of children with disa- bilities. It should be noted that equipping the environment with stationary supporting devices does not solve the problem of physical defect compensation. The environment ―obstacles‖ for such children are: long way, difficult route, irrational movement, interaction with furniture, etc. According to the research, the children and the teachers are forced to walk up to a 40-floor height every day. Of course, this has a negative effect on children’s health. It is established that as a result of 5-floor rising, the pulse rate and blood pressure indicators change significantly, and the recovery occurs only in 10-20 minutes. Most of the existing centers are located in four-, five-storey buildings. Although the hy- gienists in special children’s rehabilitation centers have not performed similar studies, it is correct to assume that the negative impact of these factors on them will increase taking into account the peculiarities of physical growth and development of children with disabilities. The issue of identi- fying the optimum number of stories in a building is closely connected with the organization of connection between the classrooms and the school site. When organizing the environment during the design it is necessary to foresee and ensure: the shortest accessibility to the rooms, actively used by the children; reduction of movement routes, exclusion of difficult routes; obstacle clearing on the path; the use of specially designed furniture, effective trauma protection of the children. It should be noted that the use of such elements as paintings, reproductions, photos, music, color, can significantly improve the mental health of patients and affect the working efficiency of the staff. However, when choosing colors for walls, doors, furniture, for the purpose of special marking, it is necessary to take into account the difficulties in their discrimination for many peo- ple, in particular, for elderly patients, patients with mental disorders and those who have color dis- crimination [6, p. 14]. Medical equipment, that is easy to transform and takes into account the different levels of users’ mobility, will help to create comfortable, safe conditions and lighten the work of the staff. For example, a height-adjustable specialist seating is accessible for the children with muscle- skeleton disorder and, at the same time, reduces staff efforts. Creating barrier-free architecture is one of the topical problems in building an accessible architectural environment for children with disabilities. This factor should take into account the needs of those children who require specific conditions, who have trouble in self-care and mobility. The first and most important requirement for creating a barrier-free environment is the concept of ―universal design‖. The second most important requirement is acting according to a continuity principle of the barrier-free architectural environment. No barriers, the elements, that make impossible or signifi-cantly complicated movement and self-care, should be encountered in all the spheres of human activity, and first of all in the path of movement. It is especially important to follow the continuity principle in the areas where the child is most often. State building codes and design guides help the architects and designers make space for the children with disabilities as accessible, comfortable, and understandable as possible. Nowadays, universal design in our country is at the level of development, but this is the first steps towards improving the architectural environment for children with disabilities.

AIM: The purpose of the work is to study the specifics and evaluate the effectiveness of the use of art-therapeutic and gaming technologies based on musical folklore in the course of rehabilitation of children with health limitations. MATERIALS AND METHODS: The socialization of such children depends largely on the characteristics of health, the principles of their training, and the effectiveness of the chosen methods. This justifies the need to analyze the practical experience and evaluate the results of efforts of specialists who deal with special children. RESULTS: The results of the conducted psychological and pedagogical experiment on the use of art-therapeutic and gaming technologies based on musical folklore have shown that singing and playing classes are highly effective, and improving the physical and mental health of children is possible even in very severe cases, for example, in cases a delayed psychoverbal development (DPVD) and early childhood autism. Early start of corrective training provides the greatest degree of correction of physical and mental disabilities, which is associated with the high level of activity of the brain and nervous system in children. At that, two-thirds of the wards, for whom the methods of training at an early age were chosen correctly, acquire a condition of a healthy person, i.e. begin to live a normal life, learn as well as their healthy peers, and thus, previously diagnosed health problems remain in the past. CONCLUSION: Analyzing the results of classes with children allows concluding that the training of troubled children takes place in several stages, through which they gradually move from the development of basic communication skills and control of their body, from socialization and learning the correct, socially acceptable patterns of behavior to more complex tasks associated with pre-professional education, voice-training, and breathing, work on sound quality, range of voice, etc. Features of the use of art-therapeutic technologies are that children with health limitation are able to achieve the level of professional vocal training and overcome specific difficulties with motor skills, speech, and behavior, which are stated by the diagnosis. The teacher needs to clearly understand at what stage of development is each individual child, and choose individual methods of training in accordance with the peculiarities of the child’s health. The effectiveness of art-therapeutic technologies based on musical folklore is due to the synthesis of the possibilities of musical-creative and developmental-gaming activities. Musical folklore allows the child not only to master his skills of speech but also to realize himself and feel own body, to be able to learn new things and realize it, to acquire the skill of communication with other people, the ability to plan actions, to think logically, and to comprehend the world around. All this makes the lessons extremely valuable and important tool of pedagogical assistance to children with health limitations.

The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of application in various areas of teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

<span><em>Adjustment is the ability of individuals to associate with them self and </em><span><em>environment. Children have experience growth and development in her </em><span><em>both physically and mentally, covers an area ofmotor/biological, cognitive, </em><span><em>and emotional development/affective/social. Growth in this area lasted</em><br /><span><em>three continuous and sustainable for the human growth process. During </em><span><em>the process, begin a familiar term exceptional children, because of different </em><span><em>developmental processes. In mental health, the children will remain</em><br /><span><em>outstanding face demand adjustment interact, work, education, married, </em><span><em>gave birth to off spring. The children are exceptional (1) Child mental </em><span><em>disorders, include a) children who have unusually high intellectual capacity </em><span><em>(intellectually superior), and b) the kids are slow to learn (Mentally retarded), </em><span><em>(2) sensory disorders, including children with a) damage to hearing </em><span><em>(auditory impairments), also known as hearing impairment, b) impaired </em><span><em>vision (visual impairments), also known as the blind, (3) communication</em><br /><span><em>disorders, a) learning disabilities (learning disability), b) in speech and </em><span><em>language disorders (speech and language impairments), (4) behavioral </em><span><em>disorders , including: a) emotional disorders, b) Incompatibility of social </em><span><em>behavior or tunalaras (social maladjustment), (5) tunagrahita or severe</em><br /><span><em>disability, covering a variety of disabilities such as CP combination with </em><span><em>mental retardation, visual impairments with mental retardation. Focus </em><span><em>questionsis What is the process through which the development of Ade </em><span><em>Irawan in life. Qualitative research methods, with secondary data from a </em><span><em>number of sites biography Ade Irawan, analyzing various body language, </em><span><em>personal statements subject, as well as the statements of parents, and </em><span><em>people nearby. Results showed that developments Ade Irawan is formed </em><span><em>as follows: (1) parental support, (2) high level of intelligence, (3) music</em><br /><span><em>talent, forming a positive self concept, (4) conversion of audio viasualisasi </em><span><em>dominant senses, (5) the character general visual impairment: high alert </em><span><em>attitude on the new people, brave and critical.</em><br /><span><strong>Keywords: </strong><span><em>Adaptation, Excellent child, Blind people</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older children are, the harder they get the educational service. The most deprived group are children with intellectual disabilities.

The intention of this study is to present the development of education through centuries, with emphasis on children with developmental disabilities. With changes in society, education of children has changed as well, adapting to the needs of the society. The education of children with developmental disabilities has come a long way, which can be divided into different periods. In the primitive period such children were murdered. In the asylum period segregation was applied. Then, the integration of such children lasted until 2009, when inclusion was introduced into education. This study presents the historical development of special education schools, until today. It shows how the number of schools and the number of students has changed. Moreover, it presents the kinds of education and the laws that followed that process.

The purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? What challenges do elementary general music teachers face in their work with students with disabilities? What resources do general music teachers identify as helpful? Based on major themes that emerged from the analysis, I concluded general music teachers need more preservice preparation and ongoing professional development focused on students with disabilities, more time to collaborate with special education professionals, more consistent communications and recommendations about how to work with students who have disabilities, and access to assistive technologies.

The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with disabilities in the context of music education. Topics address promoting student achievement through the Every Student Succeeds Act, protecting individual access to the music curriculum under Section 504 and the Americans with Disabilities Act, and providing music instruction to special education students under the Individuals with Disabilities Education Act. Guidelines are provided for making music instruction for students with disabilities both legally correct and educationally meaningful.

A search for music research in inclusive music school settings (1975–2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with disabilities and typically developing students. All participants were at preschool or elementary levels; no participants were at secondary levels. Less than half of the studies were conducted in music classrooms, but few measured music knowledge or skills; most often, social skills were measured. Only a few studies reported the generalization of learned skills (music or other) to new situations. Participants with disabilities were most often described as having intellectual disabilities or autism; high-incidence populations (e.g., learning disabilities) were underrepresented. In a large majority of studies, authors reported effective outcomes for interventions (most were specifically designed music activities), and some reported partially effective results. Based on the results of this review, we conclude there is a pressing need to expand research in inclusive music education settings and answer the many questions about students’ participation and effective teaching strategies for classrooms and rehearsals that include a wide range of student abilities.

The relevance of the research is determined by the timeliness of changing approaches to the education and upbringing of children with disabilities and disabilities. The purpose of the research was an analytical review on the development of inclusive education in the field of adaptive physical education. To solve the set goal, we use the method of analyzing sources of scientific and special literature. We consider the main problems of implementing inclusive education in the field of adaptive physical education of children. The need to create special conditions in the educational organization for the implementation of physical education of children with disabilities and disabilities is justified. To solve the problems described in the article, the implementation of a set of measures aimed at developing inclusive education in the field of adaptive physical education is analyzed. It was concluded that in modern education there is an urgent need to train physical and pedagogical personnel for the system of inclusive education, to develop professional training of teachers with the formation of their inclusive competence for educational activities with children with limited health opportunities and disabilities. This should be in a long-term strategy that requires consistency, continuity, a phased and integrated approach to the training of skilled personnel in adaptive physical education and sports.

Education plays a significant role in life for the reason that it isa key determinant of personal well-being and welfare. Educated people livefuller and happier lives, have more employment options and are rewarded withhigher salary. Consequently, education boosts their independence and allows tobe positive members of society. Children with disabilities need education inorder to develop understanding of the world, join the employment market, makethe right decisions and establish their independence. Teachers also play a verycritical role in the proper education of children with special educational needs.Being a teacher of exceptional students requires a number of personality traitssuch as patience, composure and sensibility. It is important to buildcollaborative partnerships between teachers, students their parents and thesupporting team of psychologists and therapists.The a rticle i s a n a ttempt t o a nalyse a complex role of the teacher ofchildren with disabilities and education.

Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.