Search results

1

The Significance of Qualitative Research – Arts-based Research in Special Needs Education and Music Therapy

100%

Knapik-Szweda S.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2019

|

issue 26

PL

One of the functions of art is understanding an individual and his or her potential. Art provides an individual with proper conditions and gives new opportunities to function regardless of one’s age and disability. The purpose of this article is to get the reader acquainted with the significance of qualitative research especially in the context of arts-based research in special needs education and music therapy. In theoretical part, the authoress will attempt to answer the question of what benefits this research method brings and why it is useful. What is to be described at the beginning quite extensively is the situation of research in special education and music therapy as a scientific discipline. This presentation will smoothly lead the reader to the essence of article, i.e. the arts-based research method. The definitions of arts-based research will be presented together with differences resulting from defining the notions connected with art. Examples will also be provided of research based on art resulting from the combination of two disciplines such as special needs education and music therapy. Moreover, the authoress will demonstrate her own research based on art with the application of music which emphasizes the significance of changes that occur within the music therapy process. Finally, the arguments which emphasize the significance of artsbased research will be mentioned.

2

Psychologia muzyki i muzykoterapia – przedmiot, klasyfikacja, relacja

92%

Konieczna-Nowak L.

Kultura i Edukacja

|

2017

|

issue 1(115)

63-78

EN

The text is focused on two relatively young yet rapidly developing disciplines: psychology of music and music therapy. The goal of the article was to outline the territories of both disciplines and consider relationships between them. The text includes characteristics, presented through clarification of the subjects of both areas, attempt to place them in the general classification of sciences and considerations regarding the methodology. It also indicates important aspect of artistic component, present especially in practical music therapy, and reaching beyond scientific inquiry. The author notices difficulties of integrating activities utilizing arts with systematic, research-oriented perspective. She shows relationships between disciplines, paying attention to the significant differences, but also complementary values. She concludes that despite of being separate, psychology of music and music therapy have common grounds.

3

Typology of “Music Mirrors”

92%

Przybylska I.

Multidisciplinary Journal of School Education

|

2019

|

issue 15

101-104

XX

A review of the book by Szymajda, A. (2016). Od muzykoterapii do “muzycznego lustra” dziecka [From music therapy to the child’s “music mirror”].

4

ОСНОВНІ ПІДХОДИ ДО ПСИХОКОРЕКЦІЇ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ З ПОРУШЕННЯМ ГОЛОСОВОЇ ФУНКЦІЇ

81%

Осадча Т.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 5(49)

15-25

EN

The article describes the main approaches to psychotherapeutic correction of the identified emotional-volitional disorders and also the possibility of using them in preschool children with vocal function disoders of organic origin. Based on the analysis of research literature and our own experimental studies on the subject, the children were identified as having emotional-volitional disorders such as fear, anxiety, and the exessive need for protection. The article also draws attention to the psychological characteristics of preschool children and describes the periods of crisis at the age of three and seven. It was marked that the basic type of activity for preschool children is game. During play children develop their emotional-volitional sphere, memory, thinking, attention and speech. Psychological counseling was suggested to children at all stages of the disease. The psychological help is to be divided into several stages: the first stage (pre-surgical), the second stage (post-surgical), and the third stage (rehabilitation). Each stage should have its own structure: beginning, main part and conclusion. The basic techniques of psychotherapy were described (fairy-tale therapy, music therapy, game therapy), which will be effective both in hospitals and outside of health-care facilities. Psychotherapy sessions may be conducted both in groups and individually. Psychotherapy sessions for each patient should be selected individually, because our researches have shown that there are two categories (groups) of children. First group – closed, whining, that come into contact reluctantly. Second group, on the contrary, excited, aggressive with a tendency to hysterical reactions. The total time of psychotherapeutic practice should not exceed more than 3 hours a day. You also need to consider the general condition of the child. The duration of psychotherapy sessions can be short-term (up to 12 sessions), medium-term (up to 1 year), long term (several years). It is emphasized that modern approaches to organizing and providing correctional help to children, namely overcoming of emotional-volitional disorders, is only possible on condition of cooperation among the following specialists: physicians, psychologists and phonopedists. Thus psychological help for children with organic vocal disorders will bring positive results only within the structure of cooperative assistance to the child from the moment of contracting the desease until full recovery.

5

Muzykoterapia i jej właściwości w usprawnianiu dziecka z autyzmem

80%

Knapik-Szweda S.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2014

|

issue 6

81-97

EN

The article presents the outlines of the research and the conclusions based on the author’s PhD dissertation. It touches upon the influence of music therapy techniques on the improvement of a development of autistic children, especially in terms of communication as well as their social, cognitive, emotional and behavioral development. The researcher presents and compares two undirective methods: Music therapy and Growth through Play System (GPS). Among many therapeutic applications of music, the most significant ones are chosen and analysed: improvisation, re-creation, composition and listening associated with musical relaxation. The results are presented in the form of an evaluation which therapy is the most beneficial for autistic children and their holistic development.

6

Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku

80%

CYLULKO P.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 22

153-166

EN

Paweł Cylulko, Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku [Typhlo music therapy interventions that facilitate motor development of visually impaired children]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 153-30. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.09 The article discusses the possibilities of using music therapy to facilitate motor development of children with visual impairments. Cognitive functioning of children without vision implies certain psychophysiological, emotional and social problems, including substantial delay in motor development in comparison to non-impaired peers. Thanks to the integration of music with various forms of movement and the sonic and musical interaction between a music therapist and a child, it is possible to reduce the child’s psychomotor delay, and improve their orientation and locomotion in small and large spaces. The author, musician, teacher and music therapist, shares his observations and experiences gained during almost thirty years of workwith children at the Maria Grzegorzewska Lower Silesian Special Educational Centre No. 13 for the Blind and the Visually Impaired in Wrocław.

7

Miejsce muzykoterapii w stymulowaniu rozwoju dzieci z niepełnosprawnością intelektualną

80%

Jakoniuk-Diallo A.

Studia Edukacyjne

|

2018

|

issue 50

45-55

EN

Music therapy is a complex process conducive to the improvement of the functioning of the organism subjected to this type of action. It is a multifaceted action including various forms and methods of working with the use of music. In this text I present an analysis of the importance of such activities for the development of children with intellectual disabilities and try to assess the extent to which such activities are used in working with this group of people. The analysis of the ways of performing music therapy in relation to children with intellectual disabilities is illustrated by the results of a diagnostic survey.

8

Music therapy for preterm infants and their parents: A path forward for research in Poland

70%

Bieleninik Ł., Ghetti C. M.

Roczniki Psychologiczne

|

2019

|

vol. 22

|

issue 2

135-150

EN

Music therapy has been internationally recognized as a health-promoting profession since the end of World War II, and music therapists have been conducting research in neonatal intensive care since the 1990s. Music therapy professional training was established in Poland in 1973 at the Music Academy in Wrocław, and Polish music therapists have recently begun to seek specialization to work within neonatal intensive care. The commencement of the multi-site international randomized controlled trial LongSTEP, Longitudinal Study of music Therapy’s Effectiveness for Premature infants and their caregivers, has provided the impetus for Polish music therapists to begin offering music therapy services in neonatal intensive care. Thus, engagement in research marks the critical first step in the development of music therapy in neonatal care in Poland. This perspective article examines the current state of experimental research on music therapy in neonatal care and explores its implications for future research in Poland by (1) presenting the clinical aspects of prematurity; (2) summarizing experimental research on music therapy in neonatal intensive care; (3) identifying gaps in the related evidence base; (4) discussing recent developments in international music therapy research; (5) contextualizing music therapy in the Polish neonatal health care system; (6) presenting advanced training in neonatal music therapy, and (7) discussing how culturally relevant aspects of neonatal settings in Poland might impact future research. There is preliminary evidence that music therapy plays a beneficial role for preterm infants and their primary caregivers during the neonatal period; however, research examining long-term impacts and longer-term intervention is needed. Researchers in Poland are poised to make a significant contribution to the international evidence base related to music therapy in neonatal care, and further exploration of particular facets of the Polish neonatal health care system that will impact the delivery of music therapy is warranted.

9

„Muzykoterapia – rozprawa z mitami…”

70%

Stachyra K.

Ars inter Culturas

|

2019

|

vol. 8

293-304

EN

Music therapy is a field that is undergoing intense development. At the same time, as the interest in music therapy increases, there are more and more distortions about what forms of contact with music can be described as music therapy. It is coming to the situation in which either the area of music therapy is significantly narrowing or, on the contrary, all forms of contact with music are attributed to it. The author attempts to explain what lies behind the term music therapy, refuting at the same time myths that commonly exist in the media. He uses this polemic as a background to show the humanistic nature of this form of therapy.

10

Muzyka w terapii rodzinnej

70%

Kataryńczuk-Mania L.

Wychowanie w Rodzinie

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2022

|

vol. XXVI

|

issue (1/2022)

79-90

EN

Introduction. In a modern family, an important element of functioning may be the multifaceted use of music, especially in the therapy of family members. Such a task can be fulfi lled by elements of home music therapy in therapeutic work with the family. The article shows the specifi city of the impact of music therapy in family relationships, as well as family difficulties. Aim. The aim of the article is to present the value of music and its applications in family therapy. Materials and methods. The work presents the specifi city of music therapy work in selected family problems. The method of individual cases was used in various family situations. Results. Thanks to the cooperation of the music therapist and families, therapeutic effects of music are possible.

PL

Wprowadzenie. Ważnym elementem funkcjonowania współczesnej rodziny, a zwłaszcza terapii jej członków, może być wielostronne zastosowanie muzyki. Takie zadanie mogą spełniać elementy muzykoterapii domowej w pracy terapeutycznej z rodziną. W artykule ukazano specyfikę oddziaływania muzykoterapii na relacje, a także na trudności rodzinne. Cel. Celem artykułu jest zapoznanie z walorami muzyki i jej zastosowaniami w terapii rodzinnej. Materiały i metody. Przybliżono specyfikę pracy muzykoterapeutycznej w wybranych problemach rodzin. Posłużono się metodą indywidualnych przypadków w różnych sytuacjach rodzinnych. Wyniki. Współpraca muzykoterapeuty z rodziną umożliwia skuteczne oddziaływania terapeutyczne muzyki.

11

ПСИХОКОРИГУЮЧИЙ ПРИНЦИП МУЗИЧНОГО НАВЧАННЯ ДІТЕЙ ДОШКІЛЬНОГО ТА МОЛОДШОГО ШКІЛЬНОГО ВІКУ З ВИКОРИСТАННЯМ МУЗИКОТЕРАПІЇ

70%

Малашевська І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 2(46)

250-258

EN

The article addresses the problem of optimization of the system of musical education of preschool and primary school children by means of additional kinds of educational activities in health-caredirection. The aim of the article is to examine the nature and peculiarities of psycho-corrective influence of music therapy of preschool and primary school age in the process of their musical and educational activity. The study used the methods of the theoretical analysis of psycho-educational, philosophical and art criticism literature. The innovative technique based on using the ideas or separate elements of musical-rational psychotherapy of V.I. Petrushyna, author’s system of psycho-corrections by V. M. Draganchuk, methodology of development and complex correction of different sides of preschool and primary school children’s psyche of M. I. Chistyakova, music-therapeutics direction of musical education by system of Waldorf pedagogics. The article examines the mechanisms of psycho-corrective influence on children’s personality by means of music games, sound toning and singing songs, musical-dancing activities, rhythmic exercises, contact and contactless massage, autogenous training, breathing exercises, activation of visual images and ideas, music-improvised creativity, etc. The practical significance of the article is to develop the innovative methods of teaching music using music therapy in the system of preschool and primary school education. Considering the possibility of corrective action of music art on physical, emotional and intellectual sphere of the organism, it is understood that music is the language of nonverbal communication. As a result the main influence is made on the mood, emotions and feelings of a person. However, understanding the person as an inseparable unity of all three spheres, it is worth noting some influence on the physical and intellectual sphere, but in a different perspective. The person who interacts with music after this process becomes a qualitatively different person. The conclusions of the study indicate the efficacy and the effectiveness of the psycho-corrective influence of the music therapy on mental, emotional and volitional area of children’s personality, that leads to optimization of musical and educational process and the development of musicality in particular. A next trend of the study is seen in the implementation of music therapy in the system of training of future music teachers.

12

MusicGloves therapy – returning to maximum functional capacity after stroke

70%

Barzak B.

Medycyna Pracy

|

2025

|

vol. 76

|

issue 3

193-197

EN

With the increasing number of stroke cases worldwide, there is a growing demand for more and more effective rehabilitation methods. Having suffered a stroke is associated with significant functional and motor limitations, which directly translates into a decrease in quality of life. Over the past decades, researchers have become increasingly interested in the impact of therapies using multimedia tools, such as video games, virtual reality or robots that support the movements of specific body parts, on the effectiveness of rehabilitation and the patient’s return to maximum fitness. One such tool is MusicGloves, a dynamic form of post-stroke rehabilitation using movement therapy, video games, music therapy and biofeedback. In this literature review, available peer-reviewed research papers from 2011–2020 were used. The purpose of the review article was to gather existing knowledge on the benefits and risks of using MusicGloves therapy as a form of rehabilitation for patients, with upper limb disorders, after stroke. Based on selected research papers, the effectiveness of MusicGloves therapy is described in comparison with other therapies available in neurological rehabilitation departments. MusicGloves therapy, as a fairly new therapy method, is a promising rehabilitation tool, with a simple and transparent way of working, not requiring the presence of a therapist during the entire therapy process, and significantly motivating patients to undertake newer and more difficult motor tasks. The effectiveness of MusicGloves therapy is still poorly understood, current research is based on low numbers of study groups and the sheer number of available studies is negligible. Improving the recommendations, regarding MusicGloves therapy, may allow patients to recover faster and achieve a standard of living similar to that before the stroke.

13

Wykorzystanie muzykoterapii w pracy z dziećmi z niepełnosprawnością intelektualną w wieku przedszkolnym – dobór metod i technik

70%

Kantyka-Dziwisz K.

HUMANITAS Pedagogika i Psychologia

|

2024

|

vol. 1(29)

273-284

EN

When working with preschool children with developmental disorders, it is worth paying attention to the balance between stimulation and calm, which is so important for the regeneration of the young body. Children with disabilities have a lot of activities, most of which require them to focus, control their emotions and overcome barriers. Therapeutic tasks are very important and it is worth carrying out them with a child who is prepared for them, regenerated and open to experiences and challenges. One of the elements that allows you to relax and unwind is music. The article presents the results of research exploration, showing the importance of relaxation in music therapy work with children with intellectual disabilities at preschool age. It is based on the main research problem, which is the impact of the proposed music therapy techniques on calming down and relaxing children participating in classes. It presents the results of qualitative research conducted over a period of two years of work with the group. Thus, he pays attention to the appropriate adjustment of the character of the music, including, above all, tempo, rhythm, melody, harmony and dynamics, which allowed to achieve a state in which children could regenerate their strength, rest and calm down. This is very important both for the patient himself and for the people cooperating with him - therapists, educators, nurses.

PL

W pracy z dziećmi w wieku przedszkolnym posiadającymi zaburzenia rozwojowe warto zwrócić uwagę na balans między pobudzeniem a wyciszeniem, tak ważnym dla regeneracji młodego organizmu. Dzieci z niepełnosprawnościami posiadają bardzo dużo zajęć, z których większość wymaga od nich skupienia, panowania nad swoimi emocjami, pokonywania barier. Zadania terapeutyczne są bardzo istotne i warto je realizować z dzieckiem, które jest do nich przygotowane, zregenerowane i otwarte na doświadczenia i wyzwania. Jednym z elementów pozwalających na odprężenie i relaksację jest muzyka. Artykuł prezentuje wyniki eksploracji badawczej, ukazujące znaczenie relaksacji w pracy muzykoterapeutycznej z dziećmi z niepełnosprawnością intelektualną w wieku przedszkolnym. Opiera się na głównym problemie badawczym, jakim jest oddziaływanie proponowanych technik muzykoterapeutycznych na wyciszenie i zrelaksowanie dzieci biorących udział w zajęciach. Prezentuje rezultaty badań jakościowych prowadzonych przez okres dwóch lat pracy z grupą. Tym samym zwraca uwagę na odpowiednie dopasowanie charakteru muzyki, w tym przede wszystkim tempa, rytmiki, melodyki, harmonii, dynamiki, które pozwoliło na uzyskanie stanu, w którym dzieci mogły regenerować swoje siły, odpocząć, wyciszyć się. Jest to bardzo istotne zarówno dla samego podopiecznego, jak i osób z nim współpracujących – terapeutów, wychowawcy, pielęgniarek.

14

Preferencje muzyczne i dobór repertuaru w muzykoterapii

58%

Panasiuk B.

Zamojskie Studia i Materiały – Seria Pedagogika

|

2013

|

vol. 15

31-42

PL

Muzykoterapia powinna przebiegać w warunkach dobrej znajomości preferencji muzycznych osoby poddanej terapii. Poprzez niewłaściwy dobór muzyki, słuchacz nieprzygotowany do percepcji dzieła muzycznego, nierozumiejący go, nie preferujący rodzaju i gatunku eksponowanej muzyki, może zastać wprowadzony w stan znudzenia a nawet irytacji. W artykule przedstawiono przedmiot muzykoterapii, uwagi na temat preferencji muzycznych młodzieży oraz propozycje skutecznego wykorzystania literatury muzycznej w percepcji muzyki.

EN

Music therapy should be conducted in the conditions of good knowledge of the musical preferences of the person undergoing such a therapy. By an inadequate selection of music, the listener who is not prepared for the perception of a particular music piece, may not understand it, or may not like the kind and genre of music he or she is exposed to, and may be put in the state of boredom or even irritation. The article presents the idea of music therapy and includes notes on the musical preferences of young people and suggestions for the effective usage of music literature in the perception of music.

15

Music therapy or music philetics in school?

58%

Orieščiková H.

Kultura – Przemiany – Edukacja

|

2020

|

vol. 8

162-173

EN

The paper is focused on explaining the concepts of music therapy and music philetics at school. Music philetics is defined as an artistic - pedagogical discipline with a very close relationship with music therapy. It tries to create his own, new ways, procedures with the basis in music therapy, but require a different procedure and approach within the implementation. Music philetics is a newly emerging discipline standing on the border of music education and music therapy. It is beneficial in schools where teachers use different working methods with music, rhythm, and voice. The text deals with comparing concepts and explanations of the primary missions of both music therapy and music philetics in the educational process.

PL

W artykule skupiono się na wyjaśnieniu koncepcji muzykoterapii i filetyki muzycznej w szkole. Filetyka muzyczna jest definiowana jako artystyczno-pedagogiczna dyscyplina, pozostająca w ścisłym związku z muzykoterapią. Stara się tworzyć własne, nowe sposoby postępowania, które mają podstawę w muzykoterapii, ale wymagają innej procedury i podejścia w realizacji. Filetyka muzyczna to nowo powstająca dyscyplina, stojąca na pograniczu edukacji muzycznej i muzykoterapii. Jest korzystna w szkołach, w których nauczyciele używają różnych metod pracy z muzyką, rytmem i głosem. W artykule porównano koncepcje i wyjaśnienia podstawowych misji muzykoterapii i filetyki muzycznej w procesie edukacyjnym.

16

Sztuka – życie – arteterapia. Recenzja książki: Wita Szulc (2021). Arteterapia i życie. Historia osobista. Legnica: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej im. Witelona, ss. 196

58%

Zarębski T., Szymajda A.

Teraźniejszość – Człowiek – Edukacja

|

2021

|

vol. 23

|

issue 2(90)

131-140

17

PEDAGOG SPECJALNY W OBLICZU WYZWAŃ MUZYKOTERAPEUTYCZNYCH – OGRANICZENIA, MOŻLIWOŚCI, PERSPEKTYWY

58%

Kantyka-Dziwisz K.

Ars inter Culturas

|

2018

|

vol. 7

287-300

EN

The article describe opportunities, restrictions and perspectives of music therapy in special pedagogic. Presents how special teacher use music therapy in his work. Describe character and place of music sessions in special schools. Article presents music therapy like a very useful and helpful technic in special education. Presents a special teacher like a person who is prepare to use music therapy elements in his work. Describe music like a useful form allows comprehensive development of a student with disability, which should be present during educational and therapeutic activities.

18

Muzykoterapia w terapii niepłynności mowy. Opis przypadku

58%

Tomiczek D.

Konteksty Pedagogiczne

|

2015

|

vol. 2

|

issue 5

EN

The following article presents a case of a five year old boy afflicted with a speech disfluency, in whom the logopedic diagnosis of speech showed a moderate degree of stuttering. For reasons beyond the control of a speech therapist the boy’s therapy took place in the school environment during group activities using the rhythm method of E. Jaques-Dalcroze, additionally extended to work on slowing down the boy’s speech. Active participation in the activi-ties of music therapy resulted in a measurable improvement in both the child’s speech and his relationships with peers.

PL

Artykuł przedstawia opis przypadku pięcioletniego chłopca do-tkniętego niepłynnością mowy, u którego diagnoza logopedyczna wykazała umiarkowany stopień jąkania. Z przyczyn niezależnych od logopedy terapia od-bywała się w warunkach szkolnych, w trakcie zajęć grupowych, z wykorzystaniem metody rytmiki E. Jaques’a-Dalcroze’a, poszerzonych o pracę nad spowolnieniem mowy chłopca. Czynne uczestnictwo w zajęciach muzykoterapii przyniosło mie-rzalną poprawę zarówno mowy dziecka, jak i jego relacji z rówieśnikami.

19

ОСОБЛИВОСТІ МУЗИЧНО ОБДАРОВАНИХ СТУДЕНТІВ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

58%

Васильєва Н.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 1(55)

50-59

EN

The author takes up the position that training of competent teachers requires taking into account their ability and talent. The article, by means of theoretical teaching research methods, reveals the essence of the "musically gifted student" concept. Nature of musical talent has been established and talent manifestations peculiarities in musically gifted students have been considered according to various authors. The author believes a musically gifted student to be a personality possessing a higher level of musical abilities, accompanied by high achievements in musical activities, and requires appropriate conditions for their development and manifestation, as well as a special curriculum. Nature of musical abilities and talent is seen as an innate feature of a personality that is developed and manifested in its activity, and is a necessary condition for its success. Peculiarities of talent manifestations in musically gifted students are considered in a different way by every scholar. However, the best list of proper personality features, according to Vasilyeva N. V. is suggested by Poluboyaryna I. I., because it takes into account the specific nature of musical activity. Thus, the author says that musically gifted students are distinguished by motivated and creative orientation and activity, desire for self-education, need for appreciation of their own activities, communicativeness, creative abilities, etc. The outlined material will assist teachers in searching new approaches to organizing the academic process for musically gifted students of teachers training universities. Taking into account the specific nature of musical activities and peculiar features of musically talented students will improve the professional training of future teachers. In her further activity, the author intends to follow the above mentioned positions and, basing on the essence of "creativity" and "Music academic activity" concepts, direct her attention to the peculiarities of music and academic creativity of musically gifted students at teachers training universities.

20

Music therapy as an augmentative method in practicing speech‑language pathology

58%

Maszewska S.

Logopaedica Lodziensia

|

2017

|

issue 1

79-89

PL

Tematyką artykułu jest prezentacja oddziaływań terapeutycznych służących odbudowie kompetencji językowej i komunikacyjnej. Jego celem jest ukazanie, w jaki sposób muzykoterapia wzbogaca metody rehabilitacji logopedycznej. Rozkwit muzykoterapii i logopedii jako dyscyplin naukowych następował stopniowo – prawie jednocześnie od początku XX wieku. Ich korzenie sięgają głęboko w przeszłość historyczną, a cechą obydwu jest interdyscyplinarność. Metody muzykoterapii wpisują się w obraz terapii logopedycznej: – rytmika, pierwotnie służąca kształceniu i wychowaniu, stymuluje wszechstronnie rozwój psychoruchowy: – logorytmika daje wsparcie rozwojowi ogólnemu, motorycznemu, wspomaga sprawność mowy, – metoda dobrego startu stosowana jest wobec dzieci z trudnościami w czytaniu i pisaniu, ma oddziaływanie korekcyjno‑kompensacyjne, – mobilna rekreacja muzyczna stymuluje rozwój dzieci z mózgowym porażeniem dziecięcym, – dźwięki wysokiej częstotliwości w metodzie Tomatisa oddziałują terapeutycznie w zaburzeniach pamięci, trudnościach szkolnych, dysleksji, autyzmie, zaburzeniach emocjonalnych, – w terapii neurologopedycznej i jąkaniu oraz rehabilitacji psychospołecznej szerokie zastosowanie ma tradycyjna metoda muzykoterapii, jaką jest śpiew.

EN

The article presents therapeutic actions toward restoring linguistic and communicative competence, and its aim is to show how music therapy enriches the methods of speech‑language rehabilitation. The rise of music therapy and speech‑language pathology as scientific disciplines was gradual and started almost exactly at the same juncture, i.e. at the beginning of the 20th century. The origins of both go back in time to the remote past, and both are characterized by an interdisciplinary nature. The methods of music therapy are in line with the speech‑language therapy scenario: – eurhythmics, initially supporting education and upbringing, stimulates psychomotor development in a versatile manner, – speech‑movement therapy supports general and motor development and aids speech capabilities, – the Good Start method is applied for children with reading and writing difficulties and has a corrective‑compensatory influence, – mobile music recreation stimulates the development of children suffering from cerebral palsy, – high‑frequency sounds in the Tomatis method have a therapeutic effect for memory disorders, school‑related difficulties, dyslexia, autism, and emotional disorders, – singing, which is a traditional method of music therapy, is widely applied in speech therapy for neurological disorders and in the treatment of stammering, as well as in psychosocial rehabilitation.

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The Significance of Qualitative Research – Arts-based Research in Special Needs Education and Music Therapy

Psychologia muzyki i muzykoterapia – przedmiot, klasyfikacja, relacja

Typology of “Music Mirrors”

ОСНОВНІ ПІДХОДИ ДО ПСИХОКОРЕКЦІЇ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ З ПОРУШЕННЯМ ГОЛОСОВОЇ ФУНКЦІЇ

Muzykoterapia i jej właściwości w usprawnianiu dziecka z autyzmem

Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku

Miejsce muzykoterapii w stymulowaniu rozwoju dzieci z niepełnosprawnością intelektualną

Music therapy for preterm infants and their parents: A path forward for research in Poland

„Muzykoterapia – rozprawa z mitami…”

Muzyka w terapii rodzinnej

ПСИХОКОРИГУЮЧИЙ ПРИНЦИП МУЗИЧНОГО НАВЧАННЯ ДІТЕЙ ДОШКІЛЬНОГО ТА МОЛОДШОГО ШКІЛЬНОГО ВІКУ З ВИКОРИСТАННЯМ МУЗИКОТЕРАПІЇ

MusicGloves therapy – returning to maximum functional capacity after stroke

Wykorzystanie muzykoterapii w pracy z dziećmi z niepełnosprawnością intelektualną w wieku przedszkolnym – dobór metod i technik

Preferencje muzyczne i dobór repertuaru w muzykoterapii

Music therapy or music philetics in school?

Sztuka – życie – arteterapia. Recenzja książki: Wita Szulc (2021). Arteterapia i życie. Historia osobista. Legnica: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej im. Witelona, ss. 196

PEDAGOG SPECJALNY W OBLICZU WYZWAŃ MUZYKOTERAPEUTYCZNYCH – OGRANICZENIA, MOŻLIWOŚCI, PERSPEKTYWY

Muzykoterapia w terapii niepłynności mowy. Opis przypadku

ОСОБЛИВОСТІ МУЗИЧНО ОБДАРОВАНИХ СТУДЕНТІВ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

Music therapy as an augmentative method in practicing speech‑language pathology