Specialty Special Education and Instruction
Library of the School of Education

2024-06-13

2024

Mastrokosta Despoina-Maria

Αλέξανδρος – Σταμάτιος Αντωνίου (Επιβλέπων)
Καθηγητής Π.Τ.Δ.Ε – Ε.Κ.Π.Α

Χριστίνα Συριοπούλου
Αναπλ. Καθηγήτρια , Πανεπιστήμιο Μακεδονίας

Νικόλαος Δρόσος
Επικ. Καθηγητής, Ευρωπαϊκό Πανεπιστήμιο Κύπρου

Η επίδραση της Μουσικής σε έναν εντεκάχρονο μαθητή με βαριά νοητική αναπηρία και σύνδρομο Down : Συμπεράσματα Συνεδριών

Greek

The effect of Music on an eleven-year-old student with severe intellectual disability and Down syndrome: Conclusions of Sessions

The reason for this research was the writer's reflections and experiences in the subject of learning and teaching music in Special Primary Schools. The work is based on the broader theoretical framework concerning children with Down syndrome, children with severe mental disabilities, with problems in their extra-verbal and motor communication. More specifically, the sessions concerned an 11-year-old student with Down syndrome, with a severe mental disability, with motor problems and with non-verbal communication who lives and grows up in an institution in Attica, in an annex for the rehabilitation and rehabilitation of children with disabilities. The goals of the present research are for the student to externalize his emotional world through Music and, by extension, to improve communication and on a motor and sensory level. Before starting the sessions, the researcher had followed all the legal procedures with written approval from the Social Service of the Foundation which was legally confirmed through a lawyer. The sessions were weekly (every Thursday and Saturday) in specific areas of the Special School and the Foundation. Electronic devices were used for recording, video recording and sound reproduction. Also, the following musical instruments were used: tambourine, maracas, tambourine, metallophone and finally the voice.
The conclusions from all the sessions were as follows: The student was able to communicate his feelings and at the same time interact with the researcher. His communication was through shouts, exclamations, tremors in his limbs and further expressions on his face. In addition, he perceived the sounds of musical instruments and the sound of songs. The interaction that had been limited to the researcher-student field and not to any other subject. As for the musical instruments, they had the role of stimulus during the sessions, since the student could move his upper limbs, touch the instruments and hit them, in order to produce a sound. He was also able to lift his trunk and stand upright without any assistance. The tambourine musical instrument worked as a catalyst for the student, who reacted to its sound by taking steps with the help of the walker. Finally, a reduction in the student's self-injury was observed during the sessions.

Health Sciences

Down syndrome, Intellectual disability, Music therapy, Music, Special education, Music and Down syndrome, Music and verbal communication, Music and movement.

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https://pergamos.lib.uoa.gr/uoa/dl/object/3401076