USAGE OF PICTOGRAMS TO INTRODUCE MUSICAL INSTRUMENTS TO EDUCABLE MENTALLY RETARDED CHILDREN AS AN ALTERNATIVE METHOD (original) (raw)
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The integrative processes that take place in society, art, science, including medicine and pedagogy, have led to the emergence of border branches of knowledge: integrative medicine, medical psychology, educational psychology, ethno-pedagogy, curative pedagogy, art pedagogy, rehabilitation pedagogy, etc. grow in the field of pedagogy and psychology, dissemination of pedagogical thinking, create new concepts of education, develop educational standards, develop educational standards, the theoretical bases and technologies for raising both children with normal development and children with disabilities are studied; the features of the educational process in the correctional education institutions of different types are investigated. The new paradigm of education focuses on a person of a new culture, the formation of a personality subculture, the reproduction and preservation in the educational space of both the values of culture and the values of the human subculture. Determining the place of the child in the cultural space, this is the main value and object of culture. The knowledge of the world by the child takes place along the entire path of his development in the process of education and growth in the cultural and educational space. Since the development of a child with disabilities will proceed differently than normal, he needs cultural forms specially created to achieve his cultural development.
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his study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT), Virtual Reality, multimedia, music and their applications in children with special learning difficulties. Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015) are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.
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This research dealt with the comparison of the effects of using traditional Thai musical instruments and Carl Orff’s instruments on mentally disabled children’s perception and reaction to the musical elements. The objectives of the research were 1) to study the results of the effects of using traditional Thai musical instruments on mentally disabled children’s perception and reaction to the musical elements 2) to study the results of the effects of Carl Orff’s instruments on mentally disabled children’s perception and reaction to the musical elements 3) to compare the results of the effects of using traditional Thai musical instruments and Carl Orff’s instruments on mentally disabled children’s perception and reaction to the musical elements. The sample used in the research were 11 educable mentally disabled children from Panyawutikorn School aged between 8-10 years old. The sample had been tested and confirmed by the psychologist to have IQ range from 50-70, to be non-sound sensiti...
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This research tends to study two of the ideas as the objectives as (i) how music affects the learning outcome on the children with disability and secondly, (ii) what are the complications the teachers face in dealing with teaching those challenged learners. In order to achieve the objectives the researchers made a descriptive type of case study research design as a qualitative research. The study population was a special school of learners with disability in the village of western Tobago. Due to the homogenous nature of the population three learners among the 35-40 students were chosen as per the direction of the school principal who were observed for a month at three days per week. Three teachers were directed to make three lesson plans on teaching them with the help of music for a month and the lesson plans were revised by the researchers before implementation and then two of the teachers were deep-interviewed with guided open-ended questions. This was done with the approval of the principal and an indication that all protocols were being followed along the design and collection of the study. Thus, natural observation over the learners and focus group interview helped to collect the data for the purpose of the research. These observations and interviews were thematically analysed to understand the issues related to using music as an intervention tool in the teaching and learning of students with disabilities.
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The goal of the present proposal is to present a series of techniques for teaching Music. Those techniques emerged during our music teaching sessions with mentally challenged individuals when it became imperative that we set the limitations to and framework of our teaching efforts. Lest we forget, when dealing with the framework described above, “music” becomes a term with multiple meanings for good reason: whether the teaching of music refers to the instruction process itself; or whether it touches on developing through music a series of skills such as memory, perception, and more, mentally challenged persons who have been taught music may be empowered to express themselves through some musical instrument and, by extension, participate in a musical ensemble and read sheet music with a view to reproducing a musical work or, ultimately, do both. The teaching method adopted was founded on the systematic clinical application of two (2) techniques: visualization and verbalization (e.g.,...
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