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Blind children

Age of development

Aims

The intervention in music therapy offers to blind or partially-sighted child the opportunity to explore the surrounding world in a cheerful way, guided by sounds. The dimension Sound – Time is made alive by the presence of sound waves. The sound is a source of energy pushed by movement. Through movement, the child learns to relate himself and the others with the real world, taking possession of that confidence which allows him to be an autonomous protagonist of his actions, his learning, and his dialogue with the others.

Scientific Aspects

Through the Circular Relationship the child experiences himself, his corporeity in an active way, living experiences that push him to act. The coordination ear –eye – hand and ear –eye – foot becomes even more important when we are in a situation of blindness or a particular and subjective way of seeing. Seeing and looking as hearing and listening are ways of feeling the world which need intentionality and will. A child can also see, in his own way, but refuses to look. A blind child can refuse to collaborate to learn how to orientate in space, to use hands to know the surrounding world, to read and write. Taking care of the emotional world of the child means accepting his “no”, to make rise in himself the desire and the will to be the protagonist of his life.
A partially-sighted child sees in his own way like the blind child works out strategies to move with confidence in space and time, according his way of being and feeling. In the Circular Relationship, professionals (music therapist and co-therapist with the presence of parents) learn to seize the messages, the signs that the child shows, which are useful to discover in which way he feels and organises his actions. The verbal language which results is the fruit of the experiences lived, is the achieved language and for this rich in the communicative meaning.