| dc.description.abstract | The purpose of this project is to present a program that can be implemented into schools and therapeutic settings for children with learning disabilities. This study will also present an in-depth literature review of current research examining the effects of rhythmic movement intervention on body awareness and perceived confidence in children with learning disabilities. Children with learning disabilities present with an average or above average IQ, but have difficulties with executive functioning that interferes with their learning capabilities. Rhythmic movement intertwines the benefits of physical activity with rhythm to produce a profound mind-body connection that can enhance body awareness and self confidence, which can be beneficial for executive functioning skills in the classroom. Participants engage in four weeks of interactive movement sessions, and their confidence and levels of body awareness are measured pre- and post-intervention through questionnaires. Research suggests that children with learning disabilities will likely improve their gross motor skills and body awareness after intervention, as dance and rhythmic movement has been found to be beneficial for coordination, mindfulness of the body's location in space and overall locomotor development. Thus, incorporating rhythmic movement sessions into therapy settings and physical education programs in schools could provide numerous benefits to children with learning disabilities. | |
