Simulating disabilities as a tool for altering individual perceptions of working with children with special needs

2012 ◽  
Vol 31 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Music Educators ◽  
Children With Special Needs ◽  
Music Therapists ◽  
Positive Attitudes ◽  
Arm Amputation ◽  
Service Music ◽  
Disability Simulation ◽  
The Impact

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.

Use of Decision Trees to Evaluate the Impact of a Holistic Music Educational Approach on Children with Special Needs

2021 ◽  
Vol 13 (3) ◽  
pp. 1410
Author(s):  
Liza Lee ◽  
Ying-Sing Liu
Keyword(s):  
Young Children ◽  
Music Education ◽  
Special Needs ◽  
Decision Trees ◽  
Statistical Tests ◽  
Assessment Model ◽  
Learning Effectiveness ◽  
Children With Special Needs ◽  
Educational Approach ◽  
The Impact

In this study, decision trees were used to develop a pre-assessment model to help ascertain the impact of music education on children with special needs. The focus of the study was the application of an educational curriculum for 16 weeks, five sessions of 40 min duration per week, using the Holistic Music Educational Approach for Young Children (HMEAYC). The pilot program was implemented with children with special needs to measure its learning effectiveness. The methodology proved a better indicator for improved learning and a better measure of learning effectiveness. Statistical tests confirmed significant improvements in the values of the learning evaluation indices measured by HMEAYC after its implementation in children with special needs, supporting the positive effect of the implementation of HMEAYC for Taiwan’s special needs young children. For children with better learning results, the accuracy of the decision tree model was 84.0% for in-sample and the sensitivity equaled 98.0%. The results support the future development of evaluation models through machine learning languages, pre-assessment of the effectiveness of the implementation of HMEAYC, and the use of continuous investment in educational resources to improve the efficiency of special early childhood education in resource consumption for sustainable development.

Effect of Indoor Wall Climbing on Self-Efficacy and Self-Perceptions of Children with Special Needs

2009 ◽  
Vol 26 (3) ◽  
pp. 259-273 ◽  
Author(s):  
Erin R. Mazzoni ◽  
P. Lynn Purves ◽  
Julie Southward ◽  
Ryan E. Rhodes ◽  
Viviene A. Temple
Keyword(s):  
Special Needs ◽  
Self Efficacy ◽  
Control Group ◽  
Children With Special Needs ◽  
Control Groups ◽  
Self Perceptions ◽  
Self Worth ◽  
And Control ◽  
The Impact ◽  
Over Time

The impact of a six-week indoor wall climbing on the perceptions of self for children with special needs aged 6–12 years was explored. Participants (n = 46) were randomly assigned to the intervention (girls, n = 4; boys, n = 19) and control groups (girls, n = 5; boys, n = 18). Belayers’ and children’s perceptions of efficacy were measured using specifically designed questionnaires and perceptions of competence and global self-worth were measured using Harter’s (1985) Self-Perception Profile for Children for participants with an adaptive age of 8 years or higher. Children’s self-efficacy and belayers’ ratings of children’s efficacy improved significantly, t(21) = 3.9, p = .001, d = .84 and F(2, 44) = 30.03, p < .001, respectively. The children’s judgments of their athletic and social competence and global self-worth, however, did not change over time or differ from the wait-listed control group (p > .05). These results suggest that it is likely that many experiences that enhance self-efficacy may be needed to improve self-perceptions.

scholarly journals Telerehabilitation and Wellbeing Experience in Children with Special Needs during the COVID-19 Pandemic

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 988
Author(s):  
Daniela Sarti ◽  
Marinella De Salvatore ◽  
Emanuela Pagliano ◽  
Elisa Granocchio ◽  
Daniela Traficante ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Special Needs ◽  
Well Being ◽  
Psychological Needs ◽  
Learning Disorders ◽  
Children With Special Needs ◽  
Supportive Environment ◽  
Post Hoc ◽  
The Impact ◽  
Specific Learning

Social distancing due to the COVID-19 pandemic represented a golden opportunity to implement telerehabilitation for clinical groups of children. The present study aims to show the impact that telerehabilitation had on the experience of well-being of children with special needs being treated at the Foundation IRCCS Neurological Institute ‘C. Besta’ in Milan (Specific Learning Disorders and Cerebral Palsy diagnosis); it aims to do so by comparing it with experiences of those who did not undertake telerehabilitation despite the diagnosis during the pandemic, and with typically developing children. Results show that the three groups differed in the Support, Respect and Learning dimensions of well-being experience. Post hoc comparisons revealed that children with Specific Learning Disorders and Cerebral Palsy scored higher than normotypical children in Support and in Respect scales. Furthermore, children who experienced telerehabilitation showed the highest scores on the Learning scale in comparison with the other two groups. These results support the importance of reorganizing care and assistance by integrating telemedicine, which seems to have fostered a positive experience of well-being in people with special needs, particularly in the perception of a supportive environment that respects psychological needs.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals The Impact of COVID-19 on Parents of Children with Special Needs

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Saeed T ◽  
Tahir S ◽  
Mahmood N ◽  
Tomy N ◽  
Fernando A ◽  
...  
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
The Impact

scholarly journals Teaching general music to young adolescents: Findings from a survey of music teacher perspectives

2018 ◽  
Vol 37 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Stephanie Cronenberg
Keyword(s):  
Middle School ◽  
Music Education ◽  
Lived Experience ◽  
Teaching Experience ◽  
The United States ◽  
Music Educators ◽  
Middle Level ◽  
General Music ◽  
Young Adolescents ◽  
The Impact

Middle school general music is an often-overlooked aspect of music education in the United States. Yet at some point, many music educators face a teaching assignment including one or more sections of middle school general music. In this study, I investigated whether the principles that guide music educators in teaching middle school general music align with the middle level concept, articulated in This We Believe: Keys to Educating Young Adolescents. In addition, I sought to examine the impact of a teacher’s lived experience on these principles. This survey of middle school teachers revealed that while less than 10% of respondents were aware of This We Believe, over 60% regularly use principles aligned with the middle level concept to guide their teaching, with the major exception of diverse assessment techniques. Analysis also revealed that over 80% of respondents are greatly influenced by their teaching experience when making teaching decisions compared to less than a third by their preservice preparation. Implications for this study include the inclusion of the middle level concept in preservice education, the diversification of assessment approaches in middle school general music, and the potential influence of the school community on a teacher’s practice.

Curriculum and Assessment for Students with Special Needs

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Music Educators ◽  
National Standards ◽  
Learning Differences ◽  
Students With Special Needs ◽  
Philosophy Of Music ◽  
Daily Lives ◽  
Music Classroom ◽  
The Individual

Every successful music educator has a curriculum that contains a scope (overarching goals) and sequence (how we will achieve our goals and in what order) that are critical to reaching meaningful educational goals within the music classroom. Walker and Soltis (2004) state: “Working with the curriculum is an integral part of all teachers’ daily lives”. When specific curricula are not mandated (by the state, or federal government), most music educators use a set of standards or guidelines to devise a scope and sequence for classroom teaching (i.e., the National Standards). It is important as music educators to consider their curriculum when preparing to teach all students, not just students with learning challenges. This is what separates an educator from a therapist or a service provider. The questions that we will address in this chapter include: How do music educators maintain a focus on their own curricular goals while adapting that same curriculum to the individual needs of students? And how do we assess and reflect on these goals to make adjustments in our curriculum? These are difficult questions to answer. In fact, this has been a challenge for teachers since the inclusion of students with special needs began following the passage of P.L. 94–142 more than 35 years ago. Walker and Soltis explain, “While many teachers supported the goal, many were offended that rigid regulations were imposed on them without their consent”. All these issues require a thoughtful and sequential approach when preparing, presenting, and assessing instruction in the music classroom. However, the stronger the underlying curricular focus is, the easier it will be to adapt and modify your existing curriculum to individualize instruction for students who have learning differences. Your specific curriculum, if not mandated by your state or school system, will be a result of your philosophy of music education. Even when utilizing prescribed curricula, your choices in scope and sequence will reflect your values in the classroom. These same values will be reflected in the choices you make in modifying your curricula for students with special needs.

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