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School insertion and integration

Music therapist is also a pedagogist of music. His studies and training let him carry out the right activities both for the handicapped children and for the class. The concept of listening referred to music, here is intended as listening to the person. The music activities are managed so as to let the children understand that the handicapped children need more assistance. The child welcomed in the class experiences the opportunity to interact with the others on an equal footing, learning how to respect the others, through himself. We can actually talk of success in the inclusion and in the integration when these activities are instructive both for the whole class and for the handicapped child.
Every action must be related with reality. For reality, we mean:
- the problems of the child included;
- the needs of each classmate. Children require personalised interventions which can be seen in music activities and which change according to human features (emotional) which are implicit in “making music” together;
- there are moments in which the teacher have the opportunity to experience and to understand the reasons of particular attitudes (poor attention, shouting, problems in speaking, moving constantly, aggressive behaviours, etc.) so as to intervene through a direct communication rather than with the usual rebukes;
- a specific and careful action necessary for the child included in the classroom becomes a precious moment of attention for the classmates;
- the specific attention given to a mate for particular and improvised attention shows the child included in the classroom that everyone needs attention and everyone needs a different kind of approach;
- to show the teachers, through actions, that some troubling or aggressive behaviours are, actually, distress calls that the child, without his knowing it, is sending through non verbal communication;
- in moments of deep attention created by music activities, it is possible to lead the “normal” children through an analysis of their behaviours helping them to overcome difficulties, which sometimes leads to improvement at school;
- non verbal communication is the means to improve the relationship between an adult and a child, which is essential to learn from the mistakes that, at this point, can be seen as distress calls rather than bad behaviours;
- etc.