Music and Dance as Learning Interventions for Children with Intellectual Disabilities

Abstract

Amongst the many disadvantaged groups of people in the world

Effects of music, dance and drama therapies for people with an intellectual disability: A scoping review

“…For the emotional component, many studies suggested that music therapy had a positive impact on the person with an intellectual disability, including a decrease in disruptive behaviours (Coyle, 2011; Hoyle & McKinney, 2015; Jaschke & Scherder, 2015; Kalgotra & Warwal, 2017; Savarimuthu & Bunnell, 2002; Urpi, 2016) and anxiety (Agheana, 2017; Hooper & Lindsay, 1990; Perry, 2003; Watson, 2016), increase in self‐esteem (Almeida et al, 2011; Coyle, 2011; Detzner, 1997; Hatampour et al, 2011; Humpal, 1991; Lewis, 2019; Moceviciene & Prudnikova, 2015; Rickson & Warren, 2018; Savarimuthu & Bunnell, 2002; Sooful et al, 2013; Wilson & MacDonald, 2019), and improved self‐expression and management of emotions (Cameron, 2017; Coyle, 2011; Graham, 2004; Savarimuthu & Bunnell, 2002; Staab &Dvorak, 2019; Tyas, 2010; Urpi, 2016). Beneficial outcomes for the development of social skills were also found in many studies (Agheana, 2017; Agrotou, 1994; Duffy & Fuller, 2000; Graham, 2004; Hashemian & Mohammadi, 2015; Hoyle &McKinney, 2015; Humpal, 1991; McLaughlin & Adler, 2015; Rickson & Warren, 2018; Surujlal, 2013). In addition, following their sessions, Almeida et al (2011) and Hatampour et al (2011) noted an improvement in collaboration, awareness of the ‘other’ and turn‐taking in interpersonal relationships.…”

“…Tord and Bräuninger (2015) noted a positive impact on managing emotions. In a study on dance and music, Surujlal (2013) suggested that both these mediums develop social skills. Barnet‐Lopez et al (2015), however, found no significant difference in emotional well‐being between the control group and a group who participated in dance therapy.…”

The Influence of Dance Education Values "Nawung Sekar" to the Development of Emotions and Dance Learning Achievement of SLBN Pembina Yogyakarta

“…The limitations of these children with mentally disabled are fundamental, so that in their learning skills development is needed. In line with the Surujlal study [9] that dance learning given to children with intellectual barriers is helpful in developing fine motor skills.…”

“…Children with intellectual barriers have difficulty in performing various social functions such as communicating and socializing with others including in self-preservation. In line with the Surujlal study [9] stated that, children with special needs with intellectual barriers are particularly vulnerable to depression, poor self-image and lack of selfconfidence. From that attitude, it is expected that the emotional intelligence of the mentally disabled students can be formed slowly due to the habituation that is always attached and not easily lost from the behavior of everyday life.…”

Effect of Music Intervention on the Behaviour Disorders of Children with Intellectual Disability using Strategies from Applied Behaviour Analysis

“…Present study assessed the effect of intervention in music activities which is similar to that of Surujlal (2013) who assessed the contributions made by music to improve learning in the classroom among children with intellectual disabilities through a qualitative approach. Three focus group interviews were conducted using interpretative phenomenological analysis procedures to analyse the data.…”