Sustainable Development Goals

Abstract/Objectives

This study aimed to explore how the Orff Schulwer teaching method promote the child’s language comprehension, expressive abilities, and attention in the inclusive setting. The study adopted an action research approach, with the 5-year-old targeted child receiving special education services in the general education classroom. The research tools include: the Revised Preschool Children's Language Disorder Assessment Scale, a self-developed concentration time and quality assessment tool, curriculum data records and interview record outlines, and a goal achievement scale. The findings will include qualitative and quantitative data for further analysis.

Results/Contributions

This study, through the integration of Orff Schulwer and language-related curricula, found that the target participant showed improvements in both language comprehension and expressive abilities. The researchers discovered that incorporating music-related elements into the curriculum effectively maintained the child’s motivation to engage in the lessons, and the repetition of melodies, rhythms, and sentence structures helped the participants learn and remember new vocabulary. Regarding attention, in terms of time, the child showed significant improvement in the inclusive setting. However, in terms of quality, due to the participants’ need for further development in language skills and their inability to fully understand the questions posed by the researchers, accurate results regarding quality could not be derived. 

Keywords

Orff Schulwer, a child with special needs, inclusive settings, language skills, attention