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

在舞蹈课上，所有有不同能力的孩子都可以学习，聚集并展示他们最好的能力。我们为盲童、聋童和非残障儿童策划并练习了综合舞蹈课。这些课程包括给出舞蹈(去鸟取沙丘徒步旅行)的想法的第一次体验，编排一首曲子(标题是《我们在沙丘聚会》)和表演。作为观课的结果，并用Laban的手势分析孩子们的动作，我们可以在下面提到融合的影响。非残疾儿童开始了解残疾儿童。0盲童和非残疾儿童在沙丘徒步旅行时学会了包容。0综合舞蹈课的表演给了他们在每节舞蹈课上都无法表达的新体验。被隔离在沙丘的聋哑儿童通过设定聚会的时间与其他学校的孩子跳舞。控制日常动作的盲童与其他孩子动态地跳舞。非残疾儿童将自己舞蹈的一部分重新创作成与残疾儿童一起的新部分。0有一些表达方式以身体为单位，自由流动，力量强大，在综合舞蹈班的盲童舞蹈动作中。除此之外，我们还可以得到一些提示：[特殊教育的需要也需要非残障儿童][要想有机会长大聚集，还有时间和空间的障碍需要克服。][教师可以履行职责，介绍每一位残疾儿童和非残疾儿童的文化，并帮助不了解对方的人。][有很多创造新文化的经验，比如舞蹈课，让孩子们有能力生活的想法。]

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.]