Use of own musical instruments by girls of the last three years of an adapted education programme with a lower educational standard

Otroci s posebnimi potrebami so glede na vrsto in stopnjo primanjkljaja, ovire oziroma motnje usmerjeni v različne vzgojno-izobraževalne programe. Za otroke, ki ne dosegajo ravni, predvidene v izobraževalnem programu osnovnošolskega izobraževanja, se sprejme prilagojen izobraževalni program z nižjim izobrazbenim standardom (NIS). Glasbo lahko v delo s skupino otrok s posebnimi potrebami vpeljemo v obliki glasbene terapije, iger v okviru glasbene pedagogike ali kot kombinacijo obojega. Lastna glasbila preko glasbenih dejavnosti uporabljamo z namenom proizvajanja zvočnih učinkov v didaktične, terapevtske ali socialne namene. Z raziskavo smo preučevale vpliv dejavnosti z lastnimi glasbili in vaj čuječnosti na samozavedanje in socialno-emocionalno področje deklet, vključenih v prilagojeni program vzgoje in izobraževanja z NIS. V kvalitativnem raziskovalnem pristopu je bila uporabljena študija primera. V raziskavo so bila vključena dekleta (N = 4), stara med 12 in 15 let, ki obiskujejo tretje vzgojno-izobraževalno obdobje osnovne šole z NIS v okolici Ljubljane. Ugotovitve so pokazale, da so dejavnosti z lastnimi glasbili in vaje čuječnosti izboljšale zaznavanje lastnega telesa, usklajenost delovanja telesa in zavedanje trenutne prisotnosti. Nadalje izsledki raziskave nakazujejo, da so dejavnosti z lastnimi glasbili in vaje čuječnosti vodile do sprememb na socialnem področju, na emocionalnem področju pa sprememb v naši raziskavi ni bilo zaznati. Spremembe na socialnem področju so se odražale v sproščenem sodelovanju, prevzemanju pobud in samostojnosti udeleženk. Izsledki raziskave nakazujejo smiselno uporabo dejavnosti z lastnimi glasbili kot trening motivacije in pomnjenja.Children with special education needs are admitted to specific educational programmes, depending on the type and the severity of their deficits, disorders, and obstacles they are facing. The children who do not reach the primary school standards are admitted to a special education programme. A group of children with special education needs may benefit from music in the form of music therapy, musical games, or a combination of the two. Body percussion activities are used to create sound effects for didactic and therapeutic purposes, as well as facilitating social interactions. The research looks at the effect of using body percussion in musical activities and mindfulness exercises on self-awareness and social and emotional well-being of girls enrolled in a special education programme. The qualitative research was carried out as a case study. The study participants are third cycle girls (N = 4), aged 12–15 from school near the Slovenian capital of Ljubljana. It was found that participating in activities using body percussion and exercises in mindfulness lead to changes in the participants’ social performance but the research showed no changes in their emotional performance. Changes in social well-being were seen as the participants being relaxed while participating in the activities, taking initiative, and acting independently. The findings suggest it is beneficial to implement activities with body percussion to train motivation and memory