**1. Introduction**

274 Learning Disabilities

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

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 communication and speech, and especially self-esteem.

Contributions of an Augmented Reality Musical System

(Kirner et al, 2006), (Constanza et al, 2003).

environment.

for the Stimulation of Motor Skills in Music Therapy Sessions 277

This augmented reality feature provides access for people with physical disabilities to virtual environments facilitating educational and therapeutic procedures (Thomas et al., 2010) and Therapeutics (Richard et al, 2007), (Assis; Lopes, 2008), (Botella, 2010). There are several ways of building Augmented Reality environments. The most common, affordable is to use a webcam to capture images of the real world, augmented reality software to mix them with virtual elements and a video monitor to display the images mixed (Nischelwitzer, et al, 2008). However, the high potential of augmented reality for rehabilitation, were not found in the literature, works that demonstrate their effectiveness in music therapy. So far, augmented reality has been used as an attractive instrument to support the process of musical learning, but no major concerns with the interaction of people with disabilities (Zorzal et al., 2005),

Given the benefits provided by this technology in relation to the forms of interaction, we assume that the music therapist procedures when directed to people with disabilities can be facilitated by the use of this technology. In addition, systems designed with augmented reality can be easily accessed at home, which can enhance the treatment, including possibilities for remote monitoring. Another relevant factor is the potential of this technology to improve motivation and satisfaction of patients and positively influence their treatment in rehabilitation. In this research we describe a system that was developed with

Augmented reality is a technology that allows mixing user real environments with virtual environments. Azuma (1997) defines augmented reality as the overlay of virtual objects, computer generated, in a real environment, generating a mixed environment that can be perceived by some technological device in real time. Figure 1 shows two examples of applications of augmented reality: a sandwich and a butterfly overlayed on the real

augmented reality technology to support music therapy and its evaluations.

**2. Characteristics, behavior and benefits of augmented reality** 

Fig. 1. Examples of augmented reality environments (Fischer et al, 2006)

The creation of an augmented reality environment requires a computer, a webcam and paper cards (Azuma, 2001). First, a webcam (connected to the computer) captures images of the real environment in search of cards. These cards have printed symbols that are cataloged

Many patients have varying degrees of disability, from the lightest to the most serious, requiring specialized teams that contribute to better adaptation of technologies and procedures to the needs of each patient (Nascimento, 2006), (Lina, 2009).

Some technological adaptations are made by order to selected music therapists and, therefore, in small quantities for the sector (Nascimento, 2006), (Lina, 2009). Sometimes, an instrumental resource adapter practice serves only the needs of a particular disability, and for others, this same feature can be uncomfortable. Another relevant factor is the cost to manufacture and purchase of adaptive resources. It is also recommended for many patients to continue treatment at home. However, many patients do not have money to buy musical instruments adapted.

On the other hand, the number of computers and Internet access in households in Brazil is growing rapidly (CETIC, 2010). In addition to promoting access to information and communication, digital inclusion, has become an important ally of teaching and learning (Rekimoto; Nagao, 1995), (Thomas et al., 2010), (Lopes et al., 2010), training (Holden; Dyar, 2002), (Golomb, et, al, 2010) and simulation (Hoffman et al., 2003), (Botella, 2010). Thus, various computer technologies, with resources for people with severe physical disability, making it possible to have access to the tasks of daily living.

Systems for speech recognition (Wald, 2008), (Hua; Lieh-ng, 2010) and eye tracking (Jacob, 1991), (Chen; Pu, 2010) are used to provide access to reading, writing and communication. Brain-computer interfaces (Wolpaw et al., 2002) help people with severe physical disabilities to communicate and move around.

In health care, computers are used to motivating patients during therapy and to provide quantitative data for monitoring by the therapist (Oliveira et al, 2010). In particular, in the field of music therapy, software and electronics have enabled the "music making" therapeutic and educational for people with severe physical limitations.

Computer vision techniques, for example, enable capture and convert physical gestures of fingers, hands and feet to sound and graphic information (Gorman et al, 2007). Ultrasonic sensors can also be used for the same purpose (Soundbeam, 2011).

The virtual rehabilitation is gaining notoriety in the scientific community for providing the use of virtual environments, developed with virtual and augmented reality technology to rehabilitation. If compared to procedures performed manually, the Virtual Rehabilitation can provide numerous benefits, such as the ability to (Burdea, 2003), (Sveistrup et al., 2003): perform repetitive exercises more attractive with visual and auditory representations that motivate the patient, to obtain objective measures of exercise (speed of limbs, range of motion, hit rates and/or error scores in games, among others), to increase or reduce the complexity of the exercises, store the data collected for remote access, to do household activities assisted or not by the therapist, among others.

With augmented reality is possible create different computer systems for users unable to use conventional device such as keyboard and mouse (Garbin et al., 2006), (Garbin, 2009). This technology provides added virtual elements to the real world user, whose manipulation occurs in a natural way, by hand, without use of conventional devices such as keyboard and mouse adapters and.

Many patients have varying degrees of disability, from the lightest to the most serious, requiring specialized teams that contribute to better adaptation of technologies and

Some technological adaptations are made by order to selected music therapists and, therefore, in small quantities for the sector (Nascimento, 2006), (Lina, 2009). Sometimes, an instrumental resource adapter practice serves only the needs of a particular disability, and for others, this same feature can be uncomfortable. Another relevant factor is the cost to manufacture and purchase of adaptive resources. It is also recommended for many patients to continue treatment at home. However, many patients do not have money to buy musical

On the other hand, the number of computers and Internet access in households in Brazil is growing rapidly (CETIC, 2010). In addition to promoting access to information and communication, digital inclusion, has become an important ally of teaching and learning (Rekimoto; Nagao, 1995), (Thomas et al., 2010), (Lopes et al., 2010), training (Holden; Dyar, 2002), (Golomb, et, al, 2010) and simulation (Hoffman et al., 2003), (Botella, 2010). Thus, various computer technologies, with resources for people with severe physical disability,

Systems for speech recognition (Wald, 2008), (Hua; Lieh-ng, 2010) and eye tracking (Jacob, 1991), (Chen; Pu, 2010) are used to provide access to reading, writing and communication. Brain-computer interfaces (Wolpaw et al., 2002) help people with severe physical disabilities

In health care, computers are used to motivating patients during therapy and to provide quantitative data for monitoring by the therapist (Oliveira et al, 2010). In particular, in the field of music therapy, software and electronics have enabled the "music making"

Computer vision techniques, for example, enable capture and convert physical gestures of fingers, hands and feet to sound and graphic information (Gorman et al, 2007). Ultrasonic

The virtual rehabilitation is gaining notoriety in the scientific community for providing the use of virtual environments, developed with virtual and augmented reality technology to rehabilitation. If compared to procedures performed manually, the Virtual Rehabilitation can provide numerous benefits, such as the ability to (Burdea, 2003), (Sveistrup et al., 2003): perform repetitive exercises more attractive with visual and auditory representations that motivate the patient, to obtain objective measures of exercise (speed of limbs, range of motion, hit rates and/or error scores in games, among others), to increase or reduce the complexity of the exercises, store the data collected for remote access, to do household

With augmented reality is possible create different computer systems for users unable to use conventional device such as keyboard and mouse (Garbin et al., 2006), (Garbin, 2009). This technology provides added virtual elements to the real world user, whose manipulation occurs in a natural way, by hand, without use of conventional devices such as keyboard and

procedures to the needs of each patient (Nascimento, 2006), (Lina, 2009).

making it possible to have access to the tasks of daily living.

therapeutic and educational for people with severe physical limitations.

sensors can also be used for the same purpose (Soundbeam, 2011).

activities assisted or not by the therapist, among others.

mouse adapters and.

instruments adapted.

to communicate and move around.

This augmented reality feature provides access for people with physical disabilities to virtual environments facilitating educational and therapeutic procedures (Thomas et al., 2010) and Therapeutics (Richard et al, 2007), (Assis; Lopes, 2008), (Botella, 2010). There are several ways of building Augmented Reality environments. The most common, affordable is to use a webcam to capture images of the real world, augmented reality software to mix them with virtual elements and a video monitor to display the images mixed (Nischelwitzer, et al, 2008).

However, the high potential of augmented reality for rehabilitation, were not found in the literature, works that demonstrate their effectiveness in music therapy. So far, augmented reality has been used as an attractive instrument to support the process of musical learning, but no major concerns with the interaction of people with disabilities (Zorzal et al., 2005), (Kirner et al, 2006), (Constanza et al, 2003).

Given the benefits provided by this technology in relation to the forms of interaction, we assume that the music therapist procedures when directed to people with disabilities can be facilitated by the use of this technology. In addition, systems designed with augmented reality can be easily accessed at home, which can enhance the treatment, including possibilities for remote monitoring. Another relevant factor is the potential of this technology to improve motivation and satisfaction of patients and positively influence their treatment in rehabilitation. In this research we describe a system that was developed with augmented reality technology to support music therapy and its evaluations.
