Children with Autism, Attention, Orff, Inclusive Education, Inclusion in Regular Classes
Abstract
This study aims to investigate the changes in attention of children with autism who are integrated into regular classes under the “inclusion” system, specifically examining the influence of the Orff music teaching method to better assist music teachers in their frontline teaching. This research employs a case study approach, focusing on a student enrolled in an “inclusive class”. By observing the student’s behavior in classes without the application of the Orff method and comparing it with their behavior in classes where the Orff method is applied, the study investigates the impact of the Orff teaching method on the attention of students with autism in “inclusive classes”.
