**7. Conclusion**

Learning disorders constitute huge problems in many children and youngsters today. Unfortunately, possible connections between learning disorders and sensorimotor

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immaturity have so far been disputed (Hattie, 2009). I argue that one reason why studies have failed to find a connection is that the power of the gravitational force and the vestibular system have been neglected. My conclusion is that sensorimotor development could be an emergent property of vestibular stimulation and the inhibition of behavioral movement patterns. Summing up the assumptions in **2.5,** I propose that therapy according to RB creates a change from within, a second order change, and that this is one prerequisite for sustainable academic achievement. Unfortunately, much of the remedial education offered today seems to be based on the principle of 'more of the same', a first order change, i.e., if you can't read, read more. A challenge for the educational system will be to accept that some children have to regress in order to progress. During this period of transition, information and education have to be in balance. From my point of view it is highly possible that learning disabilities to a higher degree than previously realized are due to sensorimotor immaturity. It is equally highly possible that too many people through out history have been wrongly diagnosed as mentally retarded or have been misunderstood because of problems originating in sensorimotor immaturity. For science to be able to move the complicated issue of learning disorders closer to a coherent view it will have to cooperate over faculty borders. In a way, we are in a situation today similar to the one scientists were in a century ago, though on a higher level. Through the observation of behaviour, theories have been developed and through measurement, improvements perceived as possible. What is needed for the future is a more thorough synthesis of first/third person account, measurement and neuroscience. Boyle (2008) has proposed "a three-tiered intertheoretic model of explanation in which there is explanatory coherence across three levels of investigation: phenomenology, psychology and neuroscience" (p.37). Such a triangulation should make it possible to understand what happens in the brain during RB and during other kinds of therapy. Until then we have to rely on observations and measurements.

#### **8. Acknowledgement**

I am grateful to Bo Ahrenfelt, Matti Bergström, Irene Niklasson, Torsten Norlander, Peder Rasmussen, Marie Shaw and David Shaw for valuable feed back and support.

#### **9. References**


immaturity have so far been disputed (Hattie, 2009). I argue that one reason why studies have failed to find a connection is that the power of the gravitational force and the vestibular system have been neglected. My conclusion is that sensorimotor development could be an emergent property of vestibular stimulation and the inhibition of behavioral movement patterns. Summing up the assumptions in **2.5,** I propose that therapy according to RB creates a change from within, a second order change, and that this is one prerequisite for sustainable academic achievement. Unfortunately, much of the remedial education offered today seems to be based on the principle of 'more of the same', a first order change, i.e., if you can't read, read more. A challenge for the educational system will be to accept that some children have to regress in order to progress. During this period of transition, information and education have to be in balance. From my point of view it is highly possible that learning disabilities to a higher degree than previously realized are due to sensorimotor immaturity. It is equally highly possible that too many people through out history have been wrongly diagnosed as mentally retarded or have been misunderstood because of problems originating in sensorimotor immaturity. For science to be able to move the complicated issue of learning disorders closer to a coherent view it will have to cooperate over faculty borders. In a way, we are in a situation today similar to the one scientists were in a century ago, though on a higher level. Through the observation of behaviour, theories have been developed and through measurement, improvements perceived as possible. What is needed for the future is a more thorough synthesis of first/third person account, measurement and neuroscience. Boyle (2008) has proposed "a three-tiered intertheoretic model of explanation in which there is explanatory coherence across three levels of investigation: phenomenology, psychology and neuroscience" (p.37). Such a triangulation should make it possible to understand what happens in the brain during RB and during other kinds of therapy. Until then we have to rely on observations and measurements.

I am grateful to Bo Ahrenfelt, Matti Bergström, Irene Niklasson, Torsten Norlander, Peder

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**14** 

*Brasil* 

**Contributions of an Augmented Reality** 

**Motor Skills in Music Therapy Sessions** 

Ana Grasielle Dionísio Corrêa1, Irene Karaguilla Ficheman1,

*2Associação de Assistência à Criança Deficiente (AACD), São Paulo-SP* 

*1Escola Politécnica da Universidade de São Paulo, Cidade Universitária, São Paulo-SP,* 

The music is able to awaken the most varied emotions in humans. According to Robert et al. (1988), listening to music, the ear transforms sound into electrical signals reaching the brain leading to increased production of endorphins. This hormone causes a sensation of wellbeing and relaxes the body, reducing heart rate and blood pressure. Human organism is endowed with a sound system capable of commanding the perception and production of sounds. When there is an imbalance in this system, the sick person feels less motivated and sadder. In this context, music can act as a therapeutic factor bringing back the balance that

Throughout history, music has been used in many ways and for different purposes, whether as a form of expression, communication and interaction, the source of meditation, hobbies, income, either as an aid in the process of prevention, restoration and rehabilitation of health. A music therapist can develop the process through several approaches and methods, the most common: improvisation, recreation and music composition, sound and musical sound and musical imitation (Benezon, 1998), (Baranow, 1999), (Nascimento, 2006), (Ikuta, 2009).

According to Streeter (2001), recreational activities and musical composition when they involve the execution of musical instruments, for example, can increase performance in sessions of physical rehabilitation while regular physical exercise become repetitive and tiresome. These activities can arouse the interest of the individual primarily for use of the upper limb and provide stability of body, better range of motor movement thin or thick. During these activities, it is often necessary to use adaptive musical instruments to meet specific physical needs of the patient and help him use (Louro, 2005, 2009), (Lina, 2009).

By adapting instruments, to introduce postures, invest in equipment in the music therapy sector, the therapist contributes directly to improved performance in an area that applies different strategies to motor rehabilitation (manual dexterity, etc.), improved

**1. Introduction** 

this person needs (Robert et al. 1988), (Leme, 1999).

communication and speech, and especially self-esteem.

Marilena do Nascimento2 and Roseli de Deus Lopes1

**Musical System for the Stimulation of** 

*reference to dyslexia and dysphasia*. New York: Annals of the New York Academy of Sciences. (No. 682). Pp. 27-47.

