Music and Movement Arts Integration and Children with Disabilities

While educational institutions have long had a systematic web of strategies in place for accommodating children with disabilities, many disabilities that afflict today’s young learners are non-physical. With disabilities that are not immediately visible, developing a comprehensive assessment of the student’s condition and the ways in which their learning may be effected can be tricky, tenuous, and sometimes overlooked all together. The process of amending the classroom to meet the needs of certain developmental and cognitive disorders is particularly problematic, as many diagnoses are steeped in controversy with symptoms misguidedly regarded as behavioral issues to be approached with ...

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often heightened musical responsiveness (Hourigan, 2009). Seashore’s ideas about music also speak to other disorders such as ADD and ADHD, developmental delays and learning disabilities, and psychiatric illnesses and emotional disturbances. The physical and cognitive components of music and movement are key factors of sensory integration, shown to be elemental in childhood development (Ayres, 1979). Because both physical and non-physical disabilities can hinder or over-amplify one or more of the senses, it is important to understand holistically the ways disabled children experience and engage with their environment, working to play into their strengths and minimize exacerbations.

In his 1981 book Teaching the Child Under Six, J.L. Hymes reminds us that young children are not good sitters; nor are they good at keeping quiet and they are hungry for stimulation (Edwards, 2013). These characteristics are often amplified in developmentally and intellectually disabled children ...

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PAPER DETAILS
Added: 12/7/2014 02:02:59 PM
Submitted By: clairen83
Category: Education
Type: Premium Paper
Words: 824
Pages: 3

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