Human beings begin their existence in the family right from the birth and continue their being as members of society, forming an ego through schools and peer groups throughout life. That is, they cannot escape from the framework of society from birth to death. Children with intellectual disabilities...
Human beings begin their existence in the family right from the birth and continue their being as members of society, forming an ego through schools and peer groups throughout life. That is, they cannot escape from the framework of society from birth to death. Children with intellectual disabilities have a deficiency of linguistic abilities, insights, and judgment accompanying their inherent lack of intellectual capabilities, thus being subjected to many different limitations with acquired experiences. They thus have to endure a lot of restrictions with the development of sociality needed to claim their existence as member of society. Instead of receiving educational discriminations and alienation, they should be offered equal educational opportunities and allowed to exercise their natural basic rights as human beings and members of society. Music can provide non-verbal lessons, thus making an easy approach to children with intellectual disabilities in a low level of cognitive abilities. Supports based on music education seem to play essential roles to their becoming members of society, which raises a need to develop a variety of music programs fit for the level of children with intellectual disabilities. The Orff Pedagogy allows children with intellectual disabilities to experience music in a natural manner, take more part in it, make natural self-expressions, and have fun by getting along and interacting with others. It also encourages them to work together in groups, have fun and various musical experiences, and express themselves regardless of musical abilities. It is thus considered as a highly appropriate teaching method to help to increase the sociality of children with intellectual disabilities. The cultivation of sociality is essential training for them to grow into members of society. It is thus required to develop various music programs by applying the Orff Pedagogy. The purposes of this study were to design an Orff Pedagogy-based music program and develop a teaching and learning instructional plan to increase the sociality of children with intellectual disabilities. In an effort to facilitate the sociality of children with intellectual disabilities, the study designed an Orff Pedagogy-based music program and developed a teaching and learning instructional plan according to the following research methods: First, the study examined the characteristics of children with intellectual disabilities and theoretical backgrounds of the Orff Pedagogy. Secondly, the study designed a lesson plan applicable to the third and fourth grade music classes in a special elementary school by making use of the Orff Pedagogy. Finally, the study devised a total 11-session program to apply the 11 content systems in each session one by one with a focus on the content areas of the third and fourth grade music curriculum under the Special Education Curriculum of 2011 including activities, understanding, and making music a way of life. Based on the Sociality Scale by Jeong Beom-mo(1971), "law abidance, sociability, cooperation, and independence" were set as the subfactors of sociality. The findings were as follows: First, the investigator reviewed the characteristics of children with intellectual disabilities and theoretical backgrounds of the Orff Pedagogy and designed a total 11-session program by applying the Orff Pedagogy to the 11 content areas of the third and fourth grade music curriculum under the Special Education Curriculum of 2011 including activities, understanding, and making music a way of life to promote the sociality of students with intellectual disabilities. Secondly, the developed instructional plan consisted of the introduction, development, and arrangement stage. In the introduction and arrangement stage, greeting and parting songs were created and used to accommodate beginning and arrangement. Finally, the investigator designed an 11-session teaching and learning instructional plan by applying the Orff Pedagogy, set the common and session goals, and marked the subelements of sociality capable for intensive improvement of sociality in each session. Those subelements include sociability five times, law abidance four times, cooperation four times, and independence six times. Based on those conclusions, the investigator made the following proposals to enhance the quality of Orff music programs for the increased sociality of children with intellectual disabilities: First, there is a need to apply the developed teaching and learning instructional plan to the field to test its effectiveness and present the application results. It is also needed to test its efficiency through field application. Second, the research scope of the present study was restricted to the content systems of the third and fourth grade based on the Special Education Curriculum of 2011, which calls for program development according to the expanding curriculums. Third, the present study only covered sociability, law abidance, cooperation, and independence among the subelements of sociality based on the Sociality Scale developed by Jeong Beom-mo(1971). It is needed to do research on sociality development programs comprised of subelements of more diverse categories so that students with intellectual disabilities can get along with anyone as members of the integrated society. Finally, the present study developed an Orff music program for the third and fourth graders with intellectual disabilities. It is required to develop programs to offer equal educational opportunities in an inclusive situation between students with intellectual disabilities and students with no such disabilities. The findings will hopefully help children with intellectual disabilities make adjustment to the social environment, live an independent life, feel happiness in society by getting along with anyone as members of the integrated society, develop their individual potential abilities to the maximum.
Human beings begin their existence in the family right from the birth and continue their being as members of society, forming an ego through schools and peer groups throughout life. That is, they cannot escape from the framework of society from birth to death. Children with intellectual disabilities have a deficiency of linguistic abilities, insights, and judgment accompanying their inherent lack of intellectual capabilities, thus being subjected to many different limitations with acquired experiences. They thus have to endure a lot of restrictions with the development of sociality needed to claim their existence as member of society. Instead of receiving educational discriminations and alienation, they should be offered equal educational opportunities and allowed to exercise their natural basic rights as human beings and members of society. Music can provide non-verbal lessons, thus making an easy approach to children with intellectual disabilities in a low level of cognitive abilities. Supports based on music education seem to play essential roles to their becoming members of society, which raises a need to develop a variety of music programs fit for the level of children with intellectual disabilities. The Orff Pedagogy allows children with intellectual disabilities to experience music in a natural manner, take more part in it, make natural self-expressions, and have fun by getting along and interacting with others. It also encourages them to work together in groups, have fun and various musical experiences, and express themselves regardless of musical abilities. It is thus considered as a highly appropriate teaching method to help to increase the sociality of children with intellectual disabilities. The cultivation of sociality is essential training for them to grow into members of society. It is thus required to develop various music programs by applying the Orff Pedagogy. The purposes of this study were to design an Orff Pedagogy-based music program and develop a teaching and learning instructional plan to increase the sociality of children with intellectual disabilities. In an effort to facilitate the sociality of children with intellectual disabilities, the study designed an Orff Pedagogy-based music program and developed a teaching and learning instructional plan according to the following research methods: First, the study examined the characteristics of children with intellectual disabilities and theoretical backgrounds of the Orff Pedagogy. Secondly, the study designed a lesson plan applicable to the third and fourth grade music classes in a special elementary school by making use of the Orff Pedagogy. Finally, the study devised a total 11-session program to apply the 11 content systems in each session one by one with a focus on the content areas of the third and fourth grade music curriculum under the Special Education Curriculum of 2011 including activities, understanding, and making music a way of life. Based on the Sociality Scale by Jeong Beom-mo(1971), "law abidance, sociability, cooperation, and independence" were set as the subfactors of sociality. The findings were as follows: First, the investigator reviewed the characteristics of children with intellectual disabilities and theoretical backgrounds of the Orff Pedagogy and designed a total 11-session program by applying the Orff Pedagogy to the 11 content areas of the third and fourth grade music curriculum under the Special Education Curriculum of 2011 including activities, understanding, and making music a way of life to promote the sociality of students with intellectual disabilities. Secondly, the developed instructional plan consisted of the introduction, development, and arrangement stage. In the introduction and arrangement stage, greeting and parting songs were created and used to accommodate beginning and arrangement. Finally, the investigator designed an 11-session teaching and learning instructional plan by applying the Orff Pedagogy, set the common and session goals, and marked the subelements of sociality capable for intensive improvement of sociality in each session. Those subelements include sociability five times, law abidance four times, cooperation four times, and independence six times. Based on those conclusions, the investigator made the following proposals to enhance the quality of Orff music programs for the increased sociality of children with intellectual disabilities: First, there is a need to apply the developed teaching and learning instructional plan to the field to test its effectiveness and present the application results. It is also needed to test its efficiency through field application. Second, the research scope of the present study was restricted to the content systems of the third and fourth grade based on the Special Education Curriculum of 2011, which calls for program development according to the expanding curriculums. Third, the present study only covered sociability, law abidance, cooperation, and independence among the subelements of sociality based on the Sociality Scale developed by Jeong Beom-mo(1971). It is needed to do research on sociality development programs comprised of subelements of more diverse categories so that students with intellectual disabilities can get along with anyone as members of the integrated society. Finally, the present study developed an Orff music program for the third and fourth graders with intellectual disabilities. It is required to develop programs to offer equal educational opportunities in an inclusive situation between students with intellectual disabilities and students with no such disabilities. The findings will hopefully help children with intellectual disabilities make adjustment to the social environment, live an independent life, feel happiness in society by getting along with anyone as members of the integrated society, develop their individual potential abilities to the maximum.
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