Dance Movement Therapy as a Modality of Intervention in the Context of a Model School
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Authors
Granadillo, Rosa
Issue Date
1985
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
Model School's philosophy is one of total integration where typical and atypical children learn together in an environment of friendship and cooperation. Atypical children are those diagnosed as having learning difficulties due to physical, mental, or emotional problems. There were six children involved in this study, divided into two groups: group one had two typical children and one atypical child diagnosed with autistic tendencies; group two had two typical children and one atypical child diagnosed as mentally retarded with Down's Syndrome. Both groups were pre-kindergarten level. A series of eight dance therapy interventions were presented to each group. Each child participated. A pretest and posttest in the form of a behavior rating scale were administered to both groups. The amount of physical contact, verbal interaction, and cooperation were measured. The results showed a small increase in interactive behaviors. However, the major result of the study was a question related to the Model School philosophy: Is total integration appropriate for typical and atypical children? The writer presents a discussion of her beliefs about the inappropriateness of "total integration." Recommendations are presented, including using dance therapy in the context of the Model School and as an addition to the regular school program.