‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education

Zitomer, Michelle R.

doi:10.1080/14647893.2016.1223028

Cited by 30 publications

(31 citation statements)

References 38 publications

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“…The practitioners were driven by a desire to learn continuously, improve their practice, reflect on their work, and forge strong relationships in their dance communities. Interestingly, the practices adopted by the participants were similar to those reported in more recreational settings (for example, Zitomer, 2016Zitomer, , 2017, suggesting that teachers' approaches do not vary according to context. It is possible that once talent pathways are more established for young disabled dancers, a more differentiated understanding of teaching practices and philosophies can be gleaned (Urmston & Aujla, 2019).…”

Section: Introductionmentioning

confidence: 59%

“…Multiple forms of improvement among the dancers were reported including those related to their technical and social skills, stamina, independence and increased confidence, both within IRIS and potentially outside of it. Studies of recreational disabled dancers similarly reported improved confidence and social skills (Reinders, ; Zitomer, , ; Zitomer & Reid, ), and the teacher’s perceptions of the students’ technical skills were supported by quantitative measures of their dance ability (Aujla & Needham‐Beck, ). Interestingly, one of the dancers mentioned that the programme could be ‘overwhelming’ at times, reflecting the intensity of IRIS and its ambition to mirror mainstream training.…”

Section: Discussionmentioning

confidence: 99%

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‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

Aujla¹

2019

British J Special Edu

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There are few opportunities for young disabled dancers to develop their talents, and even fewer studies investigating their experiences of such opportunities. The aim of this study was to explore the perspectives and outcomes of an inclusive talent development programme, and how these were facilitated. Semi‐structured interviews and focus groups with one teacher, four young dancers and four parents revealed that participation in the programme yielded multiple benefits for the young people involved. These included high levels of enjoyment, improved technical and creative ability, greater independence and confidence, and opportunities for socialising with like‐minded peers. A range of factors facilitated these benefits, such as the inclusive and caring ethos of the programme, its comprehensive development and teacher training, particular teaching strategies, and relationships between staff, students and parents. The study attests to the value of programmes designed for young disabled dancers who wish to develop their talents.

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Section: Introductionmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 99%

‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

Aujla¹

2019

British J Special Edu

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“…Taken together these findings support the notion that positive relationships, and connection with or contribution to a community, are critical components of SWB (Ryff, 1989, Ryff & Singer, 1996Seligman, 2011;Shah & Marks, 2004). Previous studies of young dancers with (Zitomer, 2016) and without disabilities (Aujla et al, 2014a) have highlighted the importance of positive relationships with both peers and teachers in dance classes; participating in an inclusive dance programme may provide opportunities to forge meaningful relationships with like-minded peers and members of the dance industry which contributes to SWB.…”

Section: Discussionmentioning

confidence: 99%

“…Karkou & Glasman, 2004). Evidence from qualitative studies demonstrates the benefits of engaging in recreational arts activities for people with disabilities, such as improvements in self-esteem, interpersonal skills, and perceived competence (Ehrich, 2010;Fuller et al, 2009;Goodgame, 2007;Karkou & Glasman, 2004;Kinder & Harland, 2004;Ovenden, 2017;Zitomer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Subjective Well-Being among Young Dancers with Disabilities

Aujla

Needham-Beck

2019

International Journal of Disability, Development and Education

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word count: 178 Manuscript word count: 3939 Number of references: 35 Number of tables: 1 2 Abstract Little is known about the subjective wellbeing (SWB) of young dancers with disabilities and whether it changes over time. The aim of this study was to assess the SWB of young dancers with disabilities enrolled on an extracurricular inclusive talent development programme in the UK at two time points. Twenty-two young dancers completed the Personal Wellbeing Index for people with intellectual disability (Cummins & Lau, 2005) at the beginning of the academic year. Thirteen dancers completed the questionnaire a second time towards the end of the academic year. Scores were compared with normative values, and a Wilcoxon Signed Rank test was conducted to assess change over time. The participants reported high levels of SWB at both time points in comparison with normative values. There was no significant change in wellbeing scores over time. The study contributes to a growing body of literature suggesting that people with disabilities have high levels of SWB. Although causality cannot be assumed, inclusive dance programmes may contribute to SWB and allow young people with disabilities to overcome the barriers associated with physical activity.

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“…According to activity categorisations in this review, the identified class time PA programs most commonly included dance/drama activities. This is reasonable given research suggests that dance can be used to meet the diverse needs of learners in the school setting [98] and that children with disabilities enjoy dancing [99]. Additionally, a recent review by May et al [100] indicates that dance programs can have a number of benefits for the development of children with disabilities including physical, cognitive, psychological and social benefits.…”

Section: Program Componentsmentioning

confidence: 99%

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

Emonson

McGillivray

Kothe

et al. 2019

IJERPH

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Children with disabilities tend to be less active than typically developing peers and may therefore miss important developmental benefits. Class time physical activity (PA) programs can provide additional PA to children and have shown to contribute to numerous benefits in mainstream classrooms. However, it is unclear whether class time PA opportunities are provided in specialist education settings. This review aimed to identify and map class time PA programs that have been implemented in specialist schools and classes. Nine electronic databases were searched. Grey literature searches were also conducted. Programs were included if they were implemented in a primary/elementary specialist school or class, involved a PA component, were conducted during class time and involved more than one child from the class participating. Included programs were mapped and narratively synthesised according to activity type. Of the 2068 records screened, 34 programs were included. Programs involving dance/drama activities (k = 11) were most common and programs involving stretching activities (k = 2) were least frequently implemented. Twenty-three programs had been evaluated, of which only two were randomised controlled trials. More class time PA opportunities are warranted in specialist education settings. Further research is required to build the evidence base for these programs.

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‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education

Cited by 30 publications

References 38 publications

‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

Subjective Well-Being among Young Dancers with Disabilities

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

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