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dc.contributor.advisorAla-Ruona, Esa
dc.contributor.authorLoss, Felix
dc.contributor.othermusiikkiterapia
dc.date.accessioned2016-06-23T06:49:04Z
dc.date.available2016-06-23T06:49:04Z
dc.date.issued2016
dc.identifier.otheroai:jykdok.linneanet.fi:1545353
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/50581
dc.description.abstractInclusive approaches for children with special needs are applied in both the fields of music therapy and (music) education. In practice, inclusive music therapy groups consist only of children with special needs, whereas an inclusive kindergarten group for example may consist of typical and non-typical children, yet not in an actual therapy setting. Both practices hold explicit benefits for typical and non-typical children, however mutually exclusive of one another. The aim of the study is to explore the effects of social inclusion in a group consisting of typically and non-typically developing children within a music therapy setting. The focus lays on the therapeutic benefits for the special needs children and the educational benefits for the typical children. Furthermore, this study outlines the possibilities and limitations of the approach, and the possible implications for music therapy practice and in music education settings. Therefore, a group of three children, two typically developing girls and one boy diagnosed with Autism Spectrum Disorder (age between 4 and 7 years), received 18 music therapy sessions. Each session’s structure and activities were planned, evaluated, and reorganized through an action research paradigm. The process was videotaped and three of the sessions (beginning, middle-phase, end-phase), were analyzed using a mixed methods approach of quantitative content analysis and qualitative descriptive interpretation analysis. Additionally, interviews of the mothers were taken and were analyzed using qualitative content analysis. Preliminary results show that the therapy for the boy with autism may have enhanced active pro-social behavior within and outside the therapy sessions, as well as having increased the social skills of the typically developing girls. Furthermore, musical and social goals could be targeted in both therapeutic and educational ways.en
dc.format.extent1 verkkoaineisto (89 sivua)
dc.language.isoeng
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otherSocial Inclusion
dc.subject.otherMusic Education
dc.subject.otherSpecial Needs
dc.subject.otherAutism Spectrum Disorder
dc.subject.otherMusic Therapy
dc.titleSocial inclusion as a therapeutic and educational factor in a music therapy setting
dc.identifier.urnURN:NBN:fi:jyu-201606233337
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaHumanistinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Humanitiesen
dc.contributor.laitosMusiikin laitosfi
dc.contributor.laitosDepartment of Musicen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMusiikkiterapia (maisteriohjelma)fi
dc.contributor.oppiaineMaster's Degree Programme in Music Therapyen
dc.date.updated2016-06-23T06:49:05Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi3053
dc.subject.ysomusiikkiterapia
dc.subject.ysomusiikkikasvatus
dc.subject.ysoautismi
dc.subject.ysoautismikirjon häiriöt
dc.subject.ysolapset


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