Vpliv metod plesno-gibalne terapije na inkluzijo otrok s posebnimi potrebami v skupinsko plesno interesno dejavnost

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.10 - Specialistično delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Kralj]
UDK:	615.851:376.1 (043.2)
COBISS:	9293641
Št. ogledov:	1057
Št. prenosov:	227
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The influence of dance movement therapy methods on two children with special needs included into optional group dance activity
Sekundarni povzetek:	The thesis explores the effects of dance/movement therapy based on the inclusion of two children with special needs into a dance group activity. The aim of the study was to determine to what extent methods of dance/movement therapy assist the development of social skills and influence interpersonal relations within the group. The study also explores to what extent integrating methods of dance/movement therapy into the group influences children’s feeling of satisfaction and success. The main research topic focuses on the development of the communication skills of the two special needs children within the group and also on their movement skills, as well as their social and personal development. Interpersonal acceptance of the differences between children, their tolerance and development of co-operation within the group was observed and studied, focusing on interaction within the group. The theoretical part of the thesis discusses the influence of dance on children and the significance ascribed to the dance/movement activity as a therapy. The importance of dance expression activities for children with special needs are defined. The study incuded thirthy two (32) children (26 girls and 6 boys) aged between 5 and 8 were organised in two dance groups which were led by the author of the thesis. Group One consisted of 15 children (11 girls and 4 boys) from the first class of primary school in a study lasting for six months. Group two were included in a study spanning over two years. During the first year 11 girls attended dance activities, while in year two a new group was formed consisting of 6 children (4 girls and 2 boys). Two children with special needs were also included. The Group one study focused on a boy (ages 6) with attention-deficiency syndrome, who also had self-regulation difficulties and poor behaviour control, that also manifested as diminished social adaptation skills. The Group two study focused on a girl (ages 7-8) with a minor deficiency in mental development and co-ordination disorder. As part of the quality methodology approach applied in the study the data necessary for this research was gathered in form of empirical material through 1) an observation scheme, on the basis of which weekly responses to dance/movement therapy of the two children with special needs and the behaviour of children in the group were recorded, 2) open, partially structured interviews with parents, the teacher and other children of the studied group, and 3) documentary materials. The study of the two cases showed that the application of the dance/movement therapy equipped the two special needs children with improved skills allowing for better social integration in group work. They were considered for, and accepted in, group activities irrespective of their differences. The results of the study show that acceptance and understanding within the group as well as personal involvement of the two children with special needs, made a considerable impact on the development of their motor and social skills and has influenced the intensity of constructive dance group activities. All this was reflected in the cohesion and harmony of the group as a whole and provided the necessary support to the two children with special needs for a successful integration in a wider social environment. It was discovered that the methods and basic elements of dance/movement therapy in a dance group greatly contribute to the inclusion of children with special needs.
Sekundarne ključne besede:	psychotherapy;backward child;dance;psihoterapija;otrok s posebnimi potrebami;ples;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Specialistično delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	172 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The inclusion of children with special needs into optional group dance activity
Ključne besede (ePrints):	inkluzija
Ključne besede (ePrints, sekundarni jezik):	inclusion
Povzetek (ePrints):	V specialističnem delu sem preučila učinke metod plesno-gibalne terapije na inkluzijo dveh otrok s posebnimi potrebami v skupinsko plesno interesno skupino. Zanimalo me je tudi, v kolikšni meri metode plesno-gibalne terapije spodbujajo razvoj socialnih spretnosti in vplivajo na medsebojne odnose vseh otrok v skupini ter v kolikšni meri vključevanje metod plesno-gibalne terapije v plesno interesno dejavnost vpliva na zadovoljstvo in občutek uspešnosti vseh otrok v skupini. Problem specialističnega dela je vezan na spodbujanje komunikacijskih sposobnosti dveh otrok s posebnimi potrebami v skupini ter posledično na njuno gibalno, socialno in osebnostno rast. Opazovala in spremljala sem medsebojno sprejemanje različnosti otrok, strpnost in razvijanje sodelovanja v skupini ter posledično potek povezovanja skupine. V teoretičnem delu sem se osredotočila na vpliv plesa na vse otroke ter na pomen plesno-gibalne dejavnosti kot terapije. Opredelila sem pomen plesno-izrazne aktivnosti za otroke s posebnimi potrebami ter pomen inkluzivne vzgoje in izobraževanja. V raziskavo je bilo vključenih skupaj 32 otrok (26 deklic in 6 dečkov) od 5. do 8. leta starosti iz dveh interesnih plesno-gibalnih skupin, ki sem ju vodila sama. V prvo skupino je bilo vključenih 15 otrok iz 1. razreda osnovne šole in sicer 11 deklic in 4 dečki. Raziskava je trajala pol leta. Raziskava v drugi skupini je potekala dve leti. V prvem letu je bilo v to plesno interesno skupino vključenih 11 deklic. V drugem letu se je oblikovala nova skupina, v kateri je bilo 6 otrok in sicer 4 deklice ter 2 dečka. Prav tako sta bila v raziskavo kot študiji primera vključena 2 otroka s posebnimi potrebami: 1) v prvi skupini deček (6 let), ki kaže primanjkljaj pozornosti, težave v samoregulaciji in v nadzorovanju vedenja ter slabšo socialno prilagodljivost; 2) v drugem primeru sem posebej spremljala deklico (7-8 let) z lažjo motnjo v duševnem razvoju ter motnjami koordinacije. V okviru kvalitativnega metodološkega pristopa sem podatke za raziskavo zbirala s pomočjo empiričnega gradiva in sicer 1) z opazovalno shemo, na osnovi katere sem na tedenskih srečanjih beležila odzive na plesno-gibalne terapevtske dejavnosti posameznega otroka s posebnimi potrebami ter vedenje otrok v skupini, 2) na osnovi odprtega, delno strukturiranega intervjuja s starši, učiteljico ter z otroki, vključenimi v raziskavo, ter 3) z dokumentarnim gradivom. Študija dveh primerov je pokazala, da sta se otroka s posebnimi potrebami preko plesno-gibalnih terapevtskih dejavnosti uspešno socialno vključevala v skupinsko delo in sta bila upoštevana in sprejeta v skupinsko dogajanje z vsemi njunimi posebnostmi. Rezultati raziskave so pokazali, da so upoštevanje in razumevanje s strani skupine ter lastna aktivnost obeh otrok s posebnimi potrebami pripomogli k razvoju njunih gibalnih in socialnih spretnosti ter vplivali na intenzivnost konstruktivnega delovanja vseh otrok v skupini. Vse to se je odražalo v povezanosti in harmoniji skupine kot celote in nudilo pomoč otrokoma s posebnimi potrebami pri vključevanju v širše socialno okolje. Ugotovila sem, da se preko metod in prvin plesno-gibalne terapije v plesni interesni skupini v veliki meri omogoča in uresničuje inkluzija otroka s posebnimi potrebami.
Povzetek (ePrints, sekundarni jezik):	The thesis explores the effects of dance/movement therapy based on the inclusion of two children with special needs into a dance group activity. The aim of the study was to determine to what extent methods of dance/movement therapy assist the development of social skills and influence interpersonal relations within the group. The study also explores to what extent integrating methods of dance/movement therapy into the group influences children’s feeling of satisfaction and success. The main research topic focuses on the development of the communication skills of the two special needs children within the group and also on their movement skills, as well as their social and personal development. Interpersonal acceptance of the differences between children, their tolerance and development of co-operation within the group was observed and studied, focusing on interaction within the group. The theoretical part of the thesis discusses the influence of dance on children and the significance ascribed to the dance/movement activity as a therapy. The importance of dance expression activities for children with special needs are defined. The study incuded thirthy two (32) children (26 girls and 6 boys) aged between 5 and 8 were organised in two dance groups which were led by the author of the thesis. Group One consisted of 15 children (11 girls and 4 boys) from the first class of primary school in a study lasting for six months. Group two were included in a study spanning over two years. During the first year 11 girls attended dance activities, while in year two a new group was formed consisting of 6 children (4 girls and 2 boys). Two children with special needs were also included. The Group one study focused on a boy (ages 6) with attention-deficiency syndrome, who also had self-regulation difficulties and poor behaviour control, that also manifested as diminished social adaptation skills. The Group two study focused on a girl (ages 7-8) with a minor deficiency in mental development and co-ordination disorder. As part of the quality methodology approach applied in the study the data necessary for this research was gathered in form of empirical material through 1) an observation scheme, on the basis of which weekly responses to dance/movement therapy of the two children with special needs and the behaviour of children in the group were recorded, 2) open, partially structured interviews with parents, the teacher and other children of the studied group, and 3) documentary materials. The study of the two cases showed that the application of the dance/movement therapy equipped the two special needs children with improved skills allowing for better social integration in group work. They were considered for, and accepted in, group activities irrespective of their differences. The results of the study show that acceptance and understanding within the group as well as personal involvement of the two children with special needs, made a considerable impact on the development of their motor and social skills and has influenced the intensity of constructive dance group activities. All this was reflected in the cohesion and harmony of the group as a whole and provided the necessary support to the two children with special needs for a successful integration in a wider social environment. It was discovered that the methods and basic elements of dance/movement therapy in a dance group greatly contribute to the inclusion of children with special needs.
Ključne besede (ePrints, sekundarni jezik):	inclusion
ID:	8310476