Correctional Rhythmic Method in Musical Education of School-Age Children with Intellectual Disabilities

This is a methodology for applying rhythmic correction to the musical education of children in schools. It contains a review of various correction methods in the basic provision of music and preschool children, on possible problems, processes and stages of correction processes. This study explores the use of correctional rhythmic methods in the musical education of school-age children with intellectual disabilities. It emphasizes the importance of rhythm as a tool for developing coordination, emotional responsiveness, and cognitive abilities through movement and music. The paper examines approaches such as logorhythmics, phonetic rhythmics, and music therapy, highlighting their corrective potential. Special attention is given to the Dalcroze method, which supports the coordination of neural and motor processes. The study underlines the need for an individualized and systematic approach in correctional work. Overall, musical-rhythmic activities contribute not only to musical development but also to social adaptation and emotional well-being of children.

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