Preliminary Findings from the Implementetion of a Rhythm based inclusive Program for Students with Special Educational Needs

This paper refers to a rhythm-based inclusive program with regard to rhythm and dance activities as a means to promote social and academic progress for children who present special educational needs (SEN) and study in general educational classrooms. In this paper it is assumed that rhythm and/or dance based activities can assist students with SEN who study in inclusive classrooms to develop academically and socially. 45 students with SEN have been involved in this project and they were selected selected through open ended questionnaire the views of 20 involved teachers. All students presented difficulties ranging on the whole SEN spectrum (emotional, behavioral, including hyperactivity problems, developmental and learning disorders, vulnerable students with immigrant background). In the theoretical section and rationale of the program, emphasis is given on the importance of rhythm and dance based activities with regard to the development of linguistic and mathematics skills, motor skills, and psycho-social skills. Thus in this article, there are drawn some general conclusions based on teachers' statements that the project has an overall positive impact both on teachers' and students' professional, educational and socio-emotional functioning.