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ObjectiveTo apply International Classification of Functioning, Disability, and Health (ICF) to systematically analyze the functional characteristics of children with intellectual and developmental disabilities (IDD) in special education schools, and develop a theoretical framework and methodology for music education that suits the students' functional profiles. MethodsUsing the ICF's functional classification approach, the study focused on children with IDD in special education schools. It conducted a systematic analysis of the special music curriculum and students' learning behaviors from three levels: body functions, activity and participation, and environmental factors. The study then constructed function-oriented, adapted and inclusive principles, core curriculum content, and an education and evaluation system for music education.ResultsThe main functional characteristics of children with IDD were at three levels: at the body function level, students may experience impairments in Global psychosocial functions (b122), psychomotor functions (b147), energy and drive functions (b130), high-level cognitive functions (b164), attention functions (b140), control of voluntary movement functions (b760), and involuntary movement functions (b765), among others; at the music-related activity and participation level, students may experience impairments in play (d9200), sports (d9201), arts and culture (d9202), social activities (d9205), and other specified or unspecified changes in maintaining body posture (d429); at environmental factors level, there may be influenced on products and technology for education (e130), natural environment and human-made changes to the environment, unspecified (e299), immediate family (e310), friends (e320), other professionals (e360), attitudes (e4), and educational and training services, systems and policies (e585). In music teaching activities, child-centered principles were established, advocating function-oriented inclusive music education activities. The study used the ICF's method to construct music curriculum objectives and conduct function-oriented music learning activities. These activities included welcoming and warm-up activities, music appreciation activities, singing and learning songs, combining music with dance activities, music composition activities, as well as exploring instrument playing, choir, and ensemble activities for higher grades. By using the ICF's three functional levels, a comprehensive functional assessment and music learning needs assessment can be conducted for students. Based on the assessment results, a function-oriented adaptive music education program can be developed, including: setting adapted music learning objectives and developing corresponding teaching strategies based on the analysis of students' functional characteristics; establishing accessible music education environments considering the impact of the students' environment on their music participation, and providing supportive and accessible music education environments within the family and school settings; developing and implementing function-oriented music education based on the analysis and evaluation of students' music activity needs and functional characteristics, providing inclusive or individualized music education practices, and offering opportunities for special needs students to enjoy music learning activities and social interactions. By applying the ICF to the assessment of music education for students, a function-oriented music learning assessment system can be established, including diagnostic, formative, and summative assessments of music learning.ConclusionThis study systematically analyzed the functional characteristics of IDD children in special education schools based on the ICF's three levels of body function, activity and participation, and environmental factors. It constructed a function-oriented, adapted and inclusive theoretical framework, and core curriculum content for music education in special education schools. Using the ICF, the study established function-oriented music education objectives, set up accessible music education environments, developed and implemented function-oriented, adapted and inclusive music education curricula, and conducted student music learning assessments.
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ObjectiveTo construct a special music education goal framework with functional orientation and behavioral integration. MethodsUtilizing the International Classification of Functioning, Disability, and Health (ICF) theory and the Hauenstein educational objectives taxnomony, and by analyzing the core content of the China Special Education School Compulsory Education Curriculum Standards (2016 edition), objectives for special music education were constructed. A method is established based on the ICF and the functional characteristics of special-needs children to adjust the objectives of special music education. ResultsThe framework system of special music education goals should follow the principles of functional orientation, adaptability and inclusiveness. The framework mainly composed of the goals of cognitive domain, psycho-motor domain, emotional domain and behavioral field, and the goals of each domain could be divided into five levels according to the level of development and achievement. The cognitive domain mainly focused on feeling and appreciation, which made a foundation for music learning. The psychomotor domain developed the movements, skills and related abilities of musical performance. The emotional domain focused on the impact of special music education on behaviors in terms of emotions, values, and beliefs. The behavioral domain was the synthesization of the cognitive, emotional and psychomotor domains, to enable students to use musical elements and skills to create musical works and performance. The music education objectives should be adjusted according to students' functional and developmental levels and special music learning needs. For the cognitive domain, visual support, simplification and repetition might be useful. For the psychomotor domain, visual aids, multisensory experiences and supportive technological equipment might be needed. For the emotional domain, scenario simulation, role play and music environment setting could be used to promote the connection among music and the individual and the world. For the behavioral domain, creating an inclusive environment, affirming and encouraging, and providing opportunities for creative expression might help the students apply the musical elements and techniques. ConclusionBased on the ICF theory and the Hauenstein educational objectives taxnomony theory, and referencing the China Special Education School Compulsory Education Curriculum Standards (2016 edition), this study constructed an educational objectives framework for special music. Principles for building functionally oriented, adaptive, and inclusive music education were proposed, as well as a systematic method for adjusting the objectives of special music education.
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RESUMO Objetivo Este estudo investigou o efeito da educação musical no repertório de habilidades escolares em crianças expostas e não expostas à educação musical. Método Foram avaliadas 80 crianças, entre oito a doze anos, ambos os sexos, divididos em dois grupos: 40 alunos com educação musical (experimental) e 40 alunos sem educação musical (controle). Para coleta dos dados, foram utilizados o questionário do Sistema de Avaliação de Habilidades Sociais (SSRS-M) e o Teste de Desempenho Escolar (TDE). Resultados Indicaram diferença estatisticamente significante nas crianças expostas à educação musical, evidenciando que houve melhoria no desempenho escolar e na competência acadêmica. Conclusão Portanto, é de grande relevância o benefício da aprendizagem musical aliada a diferentes áreas da educação e da saúde, uma vez que pode representar uma estratégia eficaz na prática inclusiva e na promoção da saúde física e mental das crianças.
ABSTRACT Purpose This study investigated the effect of music education on the repertoire of school skills in children submitted and not to music education. Methods The study sample was composed of 80 children aged 8-12 years, of both genders, divided into two groups: 40 students submitted to music education (experimental) and 40 students not submitted to music education (control). Data were collected using the Social Skills Rating System (SSRS-BR) and the School Performance Test (SPT) questionnaire. The results were submitted to statistical analysis (paired sample t-test and repeated measures ANOVA) at a 5% significance level. Results Results showed statistically significant difference between the groups, evidencing improvement in school performance and academic competence in the children submitted to music education. Conclusion The benefit brought by musical learning associated with different areas of education and health is of great relevance, representing an effective strategy in inclusive practice and promotion of physical and mental health in children.
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Humans , Male , Female , Child , Academic Performance/statistics & numerical data , Learning/physiology , Music , Schools , Students , Brazil , Child Development/drug effects , Educational MeasurementABSTRACT
O paradigma da equivalência tem sido apontado como um recurso eficaz no ensino de classes de comportamentos musicais. Este estudo teve como objetivo: (a) ensinar relações condicionais entre as sete notas da clave de sol desenhadas no pentagrama, os nomes impressos dessas notas e os estímulos auditivos correspondentes; e (b) verificar a formação de sete classes de equivalência. Foi usado o software APRM que permite o ensino de discriminações condicionais com estímulos auditivos em som de piano (A), notas musicais desenhadas no pentagrama (B) e nomes dessas notas musicais acompanhadas por cifras (C). Onze estudantes do Ensino Fundamental e Médio foram submetidos a pré-teste, ensino das relações condicionais AB e AC e a testes das relações emergentes. A porcentagem de acertos no pré-teste variou de 4,8% a 23,81% e, após o procedimento de ensino, observou-se 90,5% a 92,8% de acertos no teste das relações de linha de base. O critério de 90% ou mais de acertos foi atingido por 10 dos 11 participantes no teste das relações de equivalência; e por apenas três,no das relações de simetria. Concluiu-se que o procedimento foi eficaz no ensino das relações condicionais entre os estímulos, contribuindo para a emergência das relações de equivalência, mas não das de simetria. Isso indica a necessidade de procedimento adicional que aumente a discriminação auditiva e possibilite demonstrar. a formação de estímulos equivalentes.
The equivalence class paradigm has been indicated as an effective resource for the teaching of musical behavior classes. This study aimed to (a) teach conditional relations between the seven treble clef notes drawn on the pentagram, the print names of the notes, and the corresponding auditory stimuli; and (b) verify the formation of seven equivalence classes. The APRM software was used, enabling the teaching of conditional discriminations with auditory stimuli in the form of piano sounds (A), musical notes drawn on the pentagram (B), and the names of the musical notes accompanied by ciphers (C). Eleven students from Elementary and Secondary Education underwent the pre-test, teaching of the conditional relations of AB and AC, and tests of emergent relations. The percentage of correct answers in the pre-test ranged from 4.8% to 23.81%, while after the teaching procedure, a 90.5 - 92.8% accuracy was noted in the baseline relation test. The criterion of 90% or more correct answers was achieved by 10 of the 11 participants in the equivalence relation test and only three in the symmetry relation test. It was concluded that the procedure was effective to teaching the conditional relations between stimuli, contributing to the emergence of equivalence relations, but not of symmetry relations. This indicates the need for an additional procedure that increases the auditory discrimination and enables the formation of equivalent stimuli.
El paradigma de equivalencia ha sido indicado como un recurso eficaz en la enseñanza de clases de comportamiento musicales. Este estudio tuvo como objetivo (a) enseñar las relaciones condicionales entre las siete notas clave de sol dibujado sobre el pentagrama, los nombres impresos de las notas y los correspondientes estímulos auditivos y (b) verificar la formación de siete clases de equivalencia. Se utilizó el programa APRM que permite la enseñanza de discriminaciones condicionales con estímulos auditivos en sonido de piano (A), notas musicales dibujadas en el pentagrama (B) y los nombres de las notas musicales acompañados de cifras (C). Once estudiantes de educación primaria y secundaria fueron sometidos a prueba preliminar, la enseñanza de las relaciones condicionales AB y AC, y las pruebas de las relaciones emergentes. El porcentaje de respuestas correctas en la prueba previa varió de 4,8% a 23,81% y después del procedimiento de enseñanza, se observó 90,5% a 92,8% de precisión de las relaciones de línea de base. El criterio de 90% o más respuestas correctas se logró por 10 de los 11 participantes en la prueba de relaciones de equivalencia y por sólo tres en la prueba de relaciones de simetría. Se concluyó que el procedimiento fue eficaz para la enseñanza de las relaciones condicionales entre estímulos, lo que contribuyó para la emergencia de las relaciones de equivalencia, pero no en las relaciones de simetría. Esto indica la necesidad de medidas adicionales para aumentar la discriminación auditiva y demostrar la formación de la equivalencia de estímulos.
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Humans , Child , Adolescent , Acoustic Stimulation , Discrimination, Psychological , Applied Behavior Analysis , Music , Education, Primary and SecondaryABSTRACT
Objective To investigate the clinical efficacy of interactive scalp acupuncture therapy for autism spectrum disorders (ASD).Methods Eighty-three ASD patients were randomized to a treatment group (43 cases) and a control group (40 cases).The treatment group received interactive scalp acupuncture therapy (scalp acupuncture first and music education therapy during needle retention) and the control group,music education therapy alone.The Childhood Autism Rating Scale (CARS) score,the Autism Behavior Checklist (ABC) score and the Gesell Development Quotient (DQ) scores were recorded in the two groups before and after treatment.Results There were statistically significant pre-/post-treatment differences in the CARS,ABC and DQ (social adaptation and individual sociality) scores in both groups (P＜ 0.01).There were statistically significant post-treatment differences in the CARS,ABC and DQ scores between the treatment and control groups (P＜0.05).Conclusion Interactive scalp acupuncture therapy plus music education therapy can relieve the clinical symptoms and improve social and cognitive abilities in ASD patients.
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La educación de adultos es un recurso educativo propuesto por la UNESCO como medio para fomentar la inclusión social y el bienestar de las personas mayores. La educación de adultos difiere de la educación formal en sus características, metodología, objetivos y contenidos, adaptándose a su contexto y necesidades. Las actividades musicales promueven el bienestar de las personas y es un recurso eficaz en la adquisición y fortalecimiento de lazos sociales y operaciones cognitivas entre la gente mayor.
Adult education is an educational resource proposed by UNESCO as a means to promote social inclusion and well-being of the elderly. Adult education differs from formal education in its characteristics, methodology, objectives and content, adapted to their context and needs. The musical activities promote the well-being of the people and is an effective resource in acquiring and strengthening social ties and cognitive operations among older people.
A educação de adultos é um recurso educativo proposto pela UNESCO como um meio para promover a inclusão social eo bem-estar dos idosos. A educação de adultos é diferente da educação formal em suas características, metodologia, objetivos e conteúdos, adaptadas a seu contexto e necessidades. As atividades musicais promovem o bem-estar das pessoas e é um recurso eficaz para adquirir e reforçar os laços sociais e operações cognitivas entre os idosos.
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Humans , Aged , Aged , Education , MusicABSTRACT
o Transtorno do espectro do autismo (TEA) é marcado por prejuízos nas áreas de interação social, comunicação, comportamento e processamento sensorial. Aspectos relacionados a prejuízos no repertório de interação social, bem como estratégias para torná-la mais adequada têm sido amplamente estudados. Dentre estas estratégias, as que utilizam música têm recebido atenção. O presente estudo tem como objetivo investigar os benefícios da educação musical ao desenvolvimento da interação social de crianças com seus pares, focando-se na qualidade e na frequência da apresentação de tais comportamentos. Participaram duas crianças com TEA, com idades de cinco e seis anos, em aulas de percussão em grupo. Os instrumentos utilizados foram a Ficha de dados sociodemográficos e de desenvolvimento, para traçar os perfis dos participantes; e o Protocolo de observação de comportamentos de crianças com TEA com seus pares, para a análise comportamental, durante oito aulas/percussão (240 minutos). Os resultados sugerem que ambos apresentaram tendência ao aumento de iniciativas e respostas espontâneas e à diminuição de comportamentos não funcionais. Verificou-se a ocorrência do uso de estereotipias para tentativas de/e interações, embora esporadicamente. Destacaram-se os papéis do contexto, dos perfis das crianças, e do manejo comportamental por adultos, na promoção de interações.
The Autism Spectrum Disorder (ASD) is characterized by impairments in the areas of social interaction, communication, behavior and sensory processing. Aspects related to difficulties in social interaction repertoire, as well as strategies to help them behave more adequately have been widely studied. Among these strategies, those using music have received attention. The present study aims to investigate the benefits of music education to the social interaction of children with ASD, with their peers, focusing on both the quality and frequency of these behaviors. Two ASD children, aged 5 and 6 years respectively, who attended a percussion class group, participated in the study. The Demographics and Development information enabled the children´s profiles to be drawn. The social interaction behaviors were coded using a Behavioral Observation Protocol during 8 sessions (240 minutes). The results suggest that both tended to increase initiatives and spontaneous responses and to decrease non-functional behaviors as the sessions progressed. It was found that stereotypies were used by the ASD children when attempting to interact with others, albeit sporadically. The role of context, of the children's profile and of adult behavioral management of children in promoting interactions was highlighted.
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Este estudo de natureza qualitativa teve como objetivo compreender as problemáticas enfrentadas por músicos com cegueira quanto ao acesso à aprendizagem da música. Em entrevistas semiestruturadas, procurou-se conhecer suas vivências e processos de formação no campo da música. Os resultados apontam o papel-chave da família na introdução ao mundo da música, além de mostrar que faltam, aos professores de música, conhecimentos básicos sobre as necessidades do aluno com cegueira. O artigo pretende evidenciar especificidades da aprendizagem musical do aluno com cegueira e subsidiar a prática profissional dos responsáveis pelo seu ensino no contexto da rede regular de ensino, servindo também para nortear a formação de professores de música que possam vir a ter alunos com deficiência visual.
This qualitative study aimed to understand significant issues regarding access to music learning faced by blind musicians. Using semi-structured interviews, we sought to learn about their musical experiences and vocational training processes in the field. The results suggest that families play a major role in enabling initial musical development. The data also indicates that music teachers lack basic knowledge about their students with blindness' specific needs. The article intends to reveal music learning characteristics and needs of students with visual impairments, so as to improve music teachers' professional practice within the regular school context, as well as to discuss implications for teacher certification in university courses for future teachers of students with visual impairments.
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Este artigo foi escrito com o objetivo de fazer um relato da experiência que a oficineira e autora deste artigo obteve com a realização de uma oficina para professoras de educação infantil. A referida oficina foi ministrada para um grupo de quatro professoras do Núcleo de Educação Infantil Ipê Amarelo, localizado na Universidade Federal de Santa Maria (UFSM), e atende filhos de servidores, funcionários e de estudantes carentes desta universidade. O trabalho foi aplicado durante dois dias, abordando temas como educação musical infantil, ritmos, práticas corporais e expressão corporal. Ao longo da oficina, foi possível verificar a importância da aplicação, em escolas, creches e núcleos, das pesquisas realizadas dentro da universidade, seja na forma de oficinas, palestras ou mini-cursos, bem como os benefícios que um trabalho interdisciplinar pode proporcionar: possibilita que os educandos apresentem progresso quanto à autonomia intelectual e corporal, responsabilidade, avanço na aprendizagem, assim como estimula a expressão corporal, novas formas de comunicação e favorece a socialização e o lazer.
This article aimed at making a report on the experience obtained by the author who offered a workshop for four teachers of early childhood education. It was set at Núcleo de Educação Infantil Ipê Amarelo, located at Universidade Federal de Santa Maria (UFSM), which attends public servants children, employees and needy students from the university. The workshop was held in two days, addressing topics such as childhood music education, rhythms, body practices and corporal expression. It was possible to verify the importance of applying research conducted within the university in schools, nurseries, centres, whether in form of workshops, lectures or short-term courses. Moreover, to highlight benefits provided by interdisciplinary work, that enables students to make considerable progress on leaning, intellectual and corporal autonomy and retaining responsibility. It also stimulates body expression and new forms of communication and promotes socialization and leisure.
Este artículo fue escrito con el objetivo de hacer un informe de la experiencia del autor de este artículo obtenido con la realización de un taller para profesores de educación infantil. Este taller fue impartido a un grupo de cuatro profesores en el Núcleo de Educação Infantil Ipê Amarelo, que se encuentra en la Universidade Federal de Santa Maria (UFSM) y atiende a niños de los servidores, empleados y de los estudiantes necesitados de esta universidad. El trabajo fue aplicado en dos días, abarcando temas como la educación musical de los niños, ritmos, prácticas corporales y expresión corporal. Durante este taller, se pudo comprobar la importancia de la aplicación en las escuelas, guarderías, núcleos de las investigaciones realizadas dentro de la universidad, ya sea en forma de talleres, conferencias o cursos de corta duración, así como los beneficios que un enfoque interdisciplinario puede proporcionar: permite a los estudiantes presentar los avances en la autonomía intelectual y corporal, responsabilidad, el progreso en el aprendizaje y estimular la expresión corporal, las nuevas formas de comunicación y promover la socialización y el ocio.