A Case Study on the Musical Experience of Children with Disabilities in the Group Music Activity Program

2021 ◽  
Vol 25 (3) ◽  
pp. 107-134
Author(s):  
Du-Hee Kim
Keyword(s):  
Children With Disabilities ◽  
Musical Experience ◽  
Activity Program

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

Ignoring evidence, producing inequities: public policies, disability and the case of Kaiowá and Guarani Indigenous children with disabilities in Brazil

2021 ◽  
Author(s):  
Rayanne de Sales Lima ◽  
Andréa Borghi Moreira Jacinto ◽  
Rodrigo Arthuso Arantes Faria
Keyword(s):  
Indigenous Peoples ◽  
Children With Disabilities ◽  
Task Force ◽  
Public Policies ◽  
Necessary Condition ◽  
Intersectoral Collaboration ◽  
Situational Analysis ◽  
Culturally Appropriate ◽  
Indigenous Children

Backround: An inter-institutional task force was brought together in 2018 to evaluate the irregular institutionalisation of Guarani and Kaiowá Indigenous children with disabilities in Dourados, in central-western Brazil.Aims and objectives: We draw on this case study to undertake a ‘situational analysis’ on the existence/absence and the use/non-use of evidence in the evaluation of public policies regarding Indigenous children with disabilities. By critically analysing concrete practices in the context of multilevel intersectoral dialogue and joint action of state bodies and civil society, we aim to highlight the effective and potential gains from using Culturally Appropriate Evidence (CAE) at the intersection of policies on children, Indigenous peoples and people with disabilities.Methods: We used a case study approach to analyse the precedents, development and ramifications of the task force, examine the legal framework regulating the rights of Indigenous children with disabilities, and describe the process of institutionalisation of Indigenous children in the Dourados region in the first two decades of the 21st century.Findings: We identified that inter-institutional and intersectoral collaboration enhances the development of CAE and the instrumentalisation of intersectoral alternatives.Discussion and conclusions: Although entrenched institutional bureaucratic culture, and the absence of mechanisms for participation and consultation with Indigenous peoples, can create obstacles to the formulation and use of these kinds of evidence in public policies, the production of evidence through the articulated and collaborative effort of agents can offer, when there are political conditions for it, the necessary conditions to develop culturally appropriate solutions for complex scenarios.<br />Key messages<br /><ul><li>The participation of policy beneficiaries is a necessary condition for the production of culturally qualified evidence;</li><br /><li>Institutional racism is an obstacle to the formulation and implementation of public policies based on culturally appropriate evidence;</li><br /><li>Intersector and inter-institutional links help to improve public service delivery and public policy implementation.</li></ul>

The Role of Bodily Movement in Learning and Performing Music: Applications for Education

2012 ◽  
pp. 768-782 ◽  
Author(s):  
Jane W. Davidson
Keyword(s):  
Body Movement ◽  
The Body ◽  
Musical Experience ◽  
Performance Skills ◽  
Music Production ◽  
Bodily Movement ◽  
Musical Knowledge ◽  
And Performance

This article explores the fundamental role of bodily movement in the development of musical knowledge and performance skills; in particular, how the body can be used to understand expressive musical material and to communicate that meaning to coperformers and audience. The relevance to the educator is explored (whether working with a child or adult beginner, or a more advanced learner). The article is divided into six main sections, tracing the role of body movement skill in music production, expressive musical performance, developing learners to play their musical instruments with technical and expressive appropriateness, coperformer coordination, and projection for audience perception. The work builds on a growing interest in the embodied nature of musical experience. The article concludes with case study observations of practical insights and applications for the teacher.

scholarly journals Towards a state of play: A case study exploring insight-oriented musical experiences with a woman with severe brain injury

2019 ◽  
Vol 33 (1) ◽  
pp. 39-50
Author(s):  
Maybelle Swaney
Keyword(s):  
Brain Injury ◽  
Emotional Health ◽  
Haemorrhagic Stroke ◽  
Musical Experience ◽  
Severe Brain Injury ◽  
Self Identity ◽  
Therapeutic Outcomes ◽  
Reflective Processing

This article presents an improvisational approach to insight-oriented therapy in music therapy with a woman with severe cognitive impairments following haemorrhagic stroke. Analysis of five clinical excerpts across 40 sessions demonstrates how a prepared improvised musical experience can facilitate meaningful self-exploration in dialogue, leading to a renewed self-identity in life after brain injury. The therapist’s reflective processing is integral to the therapeutic outcomes; these are examined alongside the casework material. This article suggests that insight-oriented musical experiences may be one way of supporting the emotional health of individuals living with the enduring consequences of severe brain injury in slow-stream rehabilitation or long-term neurological care.

scholarly journals Accessibility of Public Open Space for Children with Disabilities (Case study: Gajah Wong Park and Denggung Park, D.I. Yogyakarta)

2019 ◽  
Vol 3 (1) ◽  
pp. 19-31
Author(s):  
Andi Al-Mustagfir Syah ◽  
Wiryono Raharjo
Keyword(s):  
Open Space ◽  
Children With Disabilities ◽  
Analysis Method ◽  
Persons With Disabilities ◽  
Space Planning ◽  
The Public ◽  
Public Open Space ◽  
The Status ◽  
The Right

A group of children experience disability in segregation conditions, namely the status of individuals who have difficultie / are denied access to public services. Many of them are marginalized and it is difficult to access existing facilities in the city. The aim of the study was to find out what application of accessibility services tended to have been implemented and which was still less applied in urban public open space planning. In terms of efforts to achieve the right of equality and fulfillment of services in the public open space for children with disabilities. The method used in this study is qualitative and this research is descriptive. by collecting data related to elephant wong parks and denggung parks. then the data were analyzed using the Miles and Huberman analysis method, namely the analysis method with 3 stages. 1) data reduction 2) data display 3) conclution. The results of this study indicate that the application of accessibility services in terms of four criteria, namely: ease, usability, safety, and independence. Ease is still a priority in the design of public open space and independence is still a part that has not been well considered, so that public open space cannot be used independently for persons with disabilities. Keyword: Accessibility, Open Space, Disabled child  

Exploring the feasibility of implementing a pedometer-based physical activity program in primary school settings: a case study of 10,000 steps

2012 ◽  
Vol 23 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Cally Davies ◽  
Mitch J. Duncan ◽  
Corneel Vandelanotte ◽  
Stephanie Hall ◽  
Kelly Corry ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Program ◽  
School Settings ◽  
Activity Program

scholarly journals When a Parent of a Student With a Learning Disability Is Also an Educator in the Same School District: A Heuristic Case Study

2017 ◽  
Vol 41 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Keri Haley ◽  
David Allsopp ◽  
David Hoppey
Keyword(s):  
School District ◽  
Learning Disability ◽  
Children With Disabilities ◽  
Job Security ◽  
Future Research ◽  
Case Study Approach ◽  
Study Approach ◽  
Daunting Task ◽  
Parent Educator

Advocating for your child with a disability can be a daunting task for any parent. When the parent is also a school district employee, determining whether advocacy could impact one’s position as an employee becomes inherently problematic. Using a heuristic case study approach, this inquiry’s intent is to understand the experiences, barriers, and perceptions of job security related to advocating from inside the district as a parent–educator of a child with a learning disability. Three themes emerged that describe this parent–educator’s experiences. Findings indicate this parent–educator encountered varied experiences. Specifically, these include experiences that were both positive and challenging in nature, barriers that were not anticipated by the parent–educator, and repercussions related to job security. Implications for practice and future research related to parents of children with disabilities who are also educators are discussed.

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