Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations]
This critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement r...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2024-10-01
|
| Series: | Routledge Open Research |
| Subjects: | |
| Online Access: | https://routledgeopenresearch.org/articles/3-30/v2 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846126315300716544 |
|---|---|
| author | Alida Anderson Reba Mathews |
| author_facet | Alida Anderson Reba Mathews |
| author_sort | Alida Anderson |
| collection | DOAJ |
| description | This critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and disability categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including disability. Positive outcomes of dance/movement interventions for students with disabilities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than disability category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersecting identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities. |
| format | Article |
| id | doaj-art-e2726cce01bd409b863d4be45b82a2c4 |
| institution | Kabale University |
| issn | 2755-1245 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | Routledge Open Research |
| spelling | doaj-art-e2726cce01bd409b863d4be45b82a2c42024-12-13T01:00:15ZengF1000 Research LtdRoutledge Open Research2755-12452024-10-01320014Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations]Alida Anderson0https://orcid.org/0000-0003-0603-7659Reba Mathews1School of Education, American University, Washington, District of Columbia, 20016, USASchool of Education, American University, Washington, District of Columbia, 20016, USAThis critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and disability categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including disability. Positive outcomes of dance/movement interventions for students with disabilities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than disability category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersecting identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities.https://routledgeopenresearch.org/articles/3-30/v2dance movement exceptionality disability identity physical activityeng |
| spellingShingle | Alida Anderson Reba Mathews Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] Routledge Open Research dance movement exceptionality disability identity physical activity eng |
| title | Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] |
| title_full | Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] |
| title_fullStr | Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] |
| title_full_unstemmed | Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] |
| title_short | Dance/movement interventions and students with disabilities: A critical review [version 2; peer review: 1 approved, 3 approved with reservations] |
| title_sort | dance movement interventions and students with disabilities a critical review version 2 peer review 1 approved 3 approved with reservations |
| topic | dance movement exceptionality disability identity physical activity eng |
| url | https://routledgeopenresearch.org/articles/3-30/v2 |
| work_keys_str_mv | AT alidaanderson dancemovementinterventionsandstudentswithdisabilitiesacriticalreviewversion2peerreview1approved3approvedwithreservations AT rebamathews dancemovementinterventionsandstudentswithdisabilitiesacriticalreviewversion2peerreview1approved3approvedwithreservations |