Templates and temporality: An investigation of rhythmic motor production in a young man with Down Syndrome and hearing impairment

Jeffery, Tracy; Whiteside, Sandra P.

doi:10.1177/0305735619827363

“…Kognitivni i intelektualni razvoj također su pogođeni, a jezik kasni. Što se tiče emocionalnog razvoja, osobe s Downovim sindromom imaju život bogat emocijama, ali imaju određene poteškoće kod prepoznavanja emocija drugih osoba, kao i u izražavanju vlastitih emocija (Jeffery i Whiteside, 2020). "Bez obzira postoji li neko dodatno oboljenje ili poremećaj, djeca s Downovim sindromom trebaju posebnu pažnju tijekom odrastanja, različite dodatne tretmane (defektološki i logopedski tretmani, fizikalna terapija) te posebne metode učenja" (Gvozdanović Debeljak, 2014, 186).…”

Section: Glazba I Djeca S Downovim Sindromomunclassified

Nastava Glazbe I Djeca S Downovim Sindromom

Begić,

Šulentić Begić,

Pušić

2024

Persons With Disabilities in Arts, Science and Education: Inclusive Policies and Practices

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Music is often used in the upbringing and education of children with Down syndrome because of the different possibilities for achieving developmental and therapeutic goals. Music has been found to favour the emotional development of children with Down syndrome, especially in identifying and recognizing emotions. Additionally, actively engaging in music for children with Down syndrome has positive effects on the acquisition and development of socio-emotional, motor, cognitive, and communication abilities and skills and helps them with self-organizing and encouraging their social interaction. Namely, music can facilitate parent-child interaction with Down syndrome and increase a child’s attachment to their parents. In addition, music can stimulate the psycho-emotional expression of children with Down syndrome, which is reflected through thinking, concentration, reasoning, and mood. Children with Down syndrome are happy to participate in musical activities, and respond well to music, and want to participate in group musical activities. Teaching music is especially useful for both learning and class interaction because music and musical activities will increase the self-esteem of a child with Down syndrome. In this paper, we will present the observations obtained through the case study procedure, i.e. the systematic observation of a student with Down syndrome in the teaching of the subject of Music Culture during the three school years, i.e. from 2018/19 until 2020/21. The student, along with a teaching assistant, currently attends the eighth grade in a Slavonian school and studies according to the regular teaching programme with the adjustment of content and individualized procedures in all subjects. We will present the peculiarities of her school learning as well as the educational needs that served as a starting point in creating an individualized curriculum in the subject of Music Culture. Through systematic observation and research diary, we monitored the development of abilities as well as the acquisition of knowledge and skills of the student during the teaching of the subject Music Culture, and we will present learning strategies and sociological forms of work that we applied in working with students.

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“…Kognitivni i intelektualni razvoj također su pogođeni, a jezik kasni. Što se tiče emocionalnog razvoja, osobe s Downovim sindromom imaju život bogat emocijama, ali imaju određene poteškoće kod prepoznavanja emocija drugih osoba, kao i u izražavanju vlastitih emocija (Jeffery i Whiteside, 2020). "Bez obzira postoji li neko dodatno oboljenje ili poremećaj, djeca s Downovim sindromom trebaju posebnu pažnju tijekom odrastanja, različite dodatne tretmane (defektološki i logopedski tretmani, fizikalna terapija) te posebne metode učenja" (Gvozdanović Debeljak, 2014, 186).…”

Section: Glazba I Djeca S Downovim Sindromomunclassified

Persons with disabilities in arts, science and education: Inclusive Policies and Practices

2024

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“…On the other hand, language is late. Regarding the emotional development, they have a life rich in emotions, however, they present certain difficulties with the emotions of others, as well as in the expression of the same [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome

Castellary-López¹,

Muñoz²,

Canosa³

et al. 2021

IJERPH

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The importance of music, as well as the different and diverse possibilities that it offers, favors the emotional development of any person. This research is based on the development and application of a set of activities, whose transversal axis is the use of music, to favor and promote the emotional development of people with Down syndrome. This application of activities was developed with a group of eight participants, between the ages of twenty and forty-five years old. Additionally, under a total duration of eight working sessions. In these sessions, listening, vocal, instrumental, and movement activities were developed. For each of the emotions worked on; joy, fear, anger, sadness, calm, and love, a story and a song from the story were selected for each one of them. The methodology used was qualitative, using program evaluation. For this purpose, on the one hand, the data obtained during the different sessions were analyzed, and on the other hand, the data collected in the two discussion groups carried out were analyzed. Finally, the data obtained were organized into six categories: image recognition, observation of emotions, experience of emotions, identification of emotions, recognition of emotions, and finally, enjoyment of emotions. It could be seen that, after the sessions, there was a significant improvement in the different categories. However, in the categories of identification of emotions and recognition of emotions, the results were more favorable compared to the rest.

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Templates and temporality: An investigation of rhythmic motor production in a young man with Down Syndrome and hearing impairment

Cited by 3 publications

References 65 publications

Nastava Glazbe I Djeca S Downovim Sindromom

Nastava Glazbe I Djeca S Downovim Sindromom

Persons with disabilities in arts, science and education: Inclusive Policies and Practices

Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome

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