| Abstract [eng] |
This master’s thesis analyzes the possibilities of applying digital rhythm exercises in music therapy when working with primary school children with special educational needs in the context of inclusive education. The aim of the study was to investigate the possibilities of applying digital rhythm exercises in music therapy within a primary education setting for children with special educational needs. A qualitative action research design was employed in the study. The participants included seven primary school children with special educational needs. Data were collected through the analysis of video recordings from individual music therapy sessions, the music therapist’s reflective journal, and responses provided by teachers and teaching assistants to a structured open-ended questionnaire. The children’s sustained attention and rhythmic performance were assessed using the Individualized Music Therapy Assessment Profile (IMTAP) in conjunction with a microanalysis approach, which enabled detailed observation of behavioral changes within short time intervals. In the context of this study, the application of digital rhythm exercises is analyzed as an activity belonging to the performance-based methods group of active music therapy. It is based on structured rhythm exercises, active music-making, a clear rhythmic structure, visual and auditory support, and the child’s participation supported by the music therapist. The findings revealed that structured rhythmic activity based on the synchronization of visual and auditory stimuli was associated with greater stability of attention, more accurate rhythmic performance, better adherence to task structure, and improved self-regulation skills. During the therapeutic process, most participants demonstrated increasingly stable attention and more accurate rhythmic performance. The study also revealed a close relationship between sustained attention, rhythmic expression, and the understanding of task structure. The results contribute to the development of music therapy practice in Lithuania by highlighting the potential of digital rhythm exercises as a structured intervention tool when working with children with special educational needs in the context of inclusive education. Keywords: music therapy, digital rhythm exercises, structured rhythmic activity, sustained attention, special educational needs, inclusive education. |
