The purpose of this study was to analyze the effects of art-integrated movement program on the self-expression and self-efficacy of intellectual disabled children to facilitate the development of an effective education method for the intellectually disabled.
To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated program, whereas the other students were who did not participate in the dance class but participated in a general music, fine art and physical education class were assigned the control group. Each of the classes consisted of two 40 minute sessions per week for a period of 12 weeks, totaling 24 sessions. Data was compiled and analyzed by SPSS (Ver. 21.0 Window Program). A paired t-test was used to analyze statistical difference in self-expression and self-efficacy before and after conducting the art-integrated movement program. A Pearson’s correlation analysis was also used to analyze the relationship between self-expression and self-efficacy. Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.
First, there were statistical differences increases in self-expression for the experimental group, but there were no significant differences for the control group.
Second, the experimental group show higher scores in self-confidence, efficacy of self- control, and overcoming the fear of high level of assignment.
Third, Pearson’s correlation showed a medium effect correlation between self-expression and self-efficacy after art-integrated movement program.
Forth, art-integrated movement program gives positive effect on self-confidence, the efficacy of self-control, overcoming the fear of high level of assignment.
In conclusion, the art-integrated movement program may be an effective and meaningful method in improving self-expression and self-efficacy to second-degree intellectual disabled students who have difficulty in participating and achieving the goal in the class. Further study is required to investigate the feasibility of using this art-integrated movement program for other intellectually disabled grades and different ages.