The Effects of Integration for Handicapped and Non-handicapped Children at the Dance Class

舞蹈课上残疾儿童和非残疾儿童融合的效果

• 批准号: 11680262
• 负责人: SABURI Ikuyo
• 金额: $ 1.54万
• 依托单位: Tottori University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11680262/
• 关键词: Blind Children; Deaf Children; Non-Handicapped Cildren; Integration; Dance Study; 健常児

At the dance class, all of the children with various abilities can study togather and display the best of their abilities. We planned and practiced the integrated dance classes with blind, deaf and non-handicapped children. The classes include the first experience that gives the idea for dance (go hiking to Tottori Sand Dune), to choreograph a piece (tittle is 'We played togather at the Sand Dune') and performance.As the result of observing the classes and making an analysis of the children's movements with Laban's kinetography, we could mention below as the effects of integration.○ Non-handicapped children start to understand about handicapped children.○ Blind and non-handicapped children learned Inclusion at the hiking to the Sand Dune, and that was the change of the relationship "help -be helped" to "play togather with little support".○ The piece which performed by integrated dance class gave them the new experiences that they couldn't express at their each dance class.Deaf children who were isolated at the Sand Dune danced with other school children by putting the timing togather.Blind chldren who have controlled usual movements danced with other children dynamically.Non-handicapped children re-created a part of their own dance to a new part with handicapped chileren.○ There were some expressions using the body as one-unit, Free Flow and Strong Weight Effort, in blind children's dance movements at the integrated dance class.In addition to these, we could get some hints : [Spesial educational needs was also needs for non-handicapped chieren] [There were time and spacial obstacles to be got over for making the chance of larning togather.] [Teachers could be perform the duties to introduse each handicapped and non-handicapped children's culture and help the understunding each other.] [To have many experience to create the new culture like dance class give children the idea living with all abilities.]

在舞蹈课上，所有不同能力的孩子都可以一起学习，展示他们最好的能力。我们为盲人、聋哑人和非残疾儿童策划并练习了综合舞蹈课程。课程包括第一次获得舞蹈灵感的体验（去鸟取沙丘徒步旅行），编排一段舞蹈（标题是“我们在沙丘上一起玩耍”）和表演。通过对课堂的观察和对儿童运动的分析，我们可以在下面提到整合的效果。〇非残疾儿童开始了解残疾儿童。〇盲人和非残疾儿童在去沙丘的徒步旅行中学会了包容，这是“帮助-被帮助”到“在没有支持的情况下一起玩”的关系的变化。〇综合舞蹈班演出的作品给了他们在每次舞蹈课上无法表达的新体验。被隔离在沙丘上的聋哑儿童和其他学校的孩子一起跳舞，把时间放在一起。能够控制正常动作的盲童可以动态地与其他孩子一起跳舞。非残疾儿童与残疾儿童一起重新创作了他们自己舞蹈的一部分。〇在综合舞蹈课上，盲童的舞蹈动作中出现了以身体为一体的“自由流动（Free Flow）”和“大力用力（Strong Weight Effort）”等表达。除此之外，我们还可以得到一些提示：[特殊教育需求也是非残疾儿童的需求][有时间和空间的障碍需要克服，才能有机会在一起学习。][教师可以履行职责，介绍残疾儿童和非残疾儿童的文化，帮助他们相互了解。][要有很多的经验来创造新的文化，比如舞蹈课，给孩子们一个全能生活的想法。]