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dc.creatorMcFerran, KS
dc.creatorShoemark, H
dc.date.accessioned2021-01-31T18:53:06Z
dc.date.available2021-01-31T18:53:06Z
dc.date.issued2013-08-26
dc.identifier.issn1748-2623
dc.identifier.issn1748-2631
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/5365
dc.identifier.other23930986 (pubmed)
dc.identifier.urihttp://hdl.handle.net/20.500.12613/5383
dc.description.abstractStudents with profound intellectual disabilities disorders (IDDs) have the right to participate in educational opportunities that recognize their unique resources and needs, as do all children. Because of their specific communication challenges, positive relationships with attentive communication partners are critical for success. In fact, the power of positive relationships in schools is recognized to be connected to student well-being more broadly. This article examines the case of one young man with profound IDD and his relationship with his music therapist using a duo-ethnographic informed paradigmatic case study. Video analysis based on multi-voice perspectives is used to generate hermeneutic phenomenological findings to closely examine the relationship between a young man with profound IDD and a music therapist. The voices of four allied health researchers were also gathered to inform the authors' construction of an informed commentary on the phenomenon. The results suggest that the essence lay in a combination of attentive, responsive and creative being with the other person over time. Four principles of musical engagement were identified in the video footage as critical to the meaningful relationships through music: the music therapist listens; the music therapist takes responsibility for structure; spontaneous initiation is sought from the young person; and the relationship is built over time. These concepts are contextualized within a discussion of student well-being that is underpinned by positive relationships and leads to students achieving their full potential within diverse school contexts. © 2013 K. S. McFerran &H. Shoemark.
dc.format.extent20570-20570
dc.language.isoen
dc.relation.haspartInternational Journal of Qualitative Studies on Health and Well-being
dc.relation.isreferencedbyInforma UK Limited
dc.rightsCC BY
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/
dc.subjectStudents
dc.subjectvulnerable students
dc.subjectwell-being
dc.subjectintellectual disability disorder
dc.subjectmultiple disabilities
dc.subjectmusical relationships
dc.subjectparadigmatic case study
dc.subjectvideo analysis
dc.subjectmultiple perspectives
dc.titleHow musical engagement promotes well-being in education contexts: The case of a young man with profound and multiple disabilities
dc.typeArticle
dc.type.genreJournal Article
dc.relation.doi10.3402/qhw.v8i0.20570
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.creator.orcidShoemark, Helen|0000-0001-5038-9374
dc.date.updated2021-01-31T18:53:04Z
refterms.dateFOA2021-01-31T18:53:07Z


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