Description
This study examines how dance supports inclusion by enabling Individuals with Complex Needs (IWCN) to develop social skills. Complex needs are a diverse set of conditions including physical and sensory disabilities, intellectual and developmental delays, mental illness, autism, and other medical conditions that can limit ability to participate in society. Social skills refer to a set of abilities that enable individuals to interact effectively with others in various social contexts. Impact signifies the ability to create change in the lives of IWCN through action or activity within a specific context, which can be observed at both the local community and individual level. Social inclusion is crucial for improving the quality of life of IWCN, and social skills enable them to build relationships, participate in activities, and access resources and support, leading to significant improvements in their overall well-being, sense of belonging, and personal growth.This research is informed by my practice as a dancer, experience as an SEN teacher in India, and as a learning support assistant and dance teacher for IWCN in England. Social skill development and inclusion are common needs for IWCN, regardless of their location. Although cultural contexts may differ, the issues are similar across countries, highlighting the importance of research in providing evidence for the effectiveness of dance in promoting social inclusion and identifying effective dance programs, and thus contributing to the development of effective interventions.
This study employs a constructivist theoretical framework, using a social constructivism paradigm and a case study methodology that involves data collection through observations and interviews. Thematic data analysis found five key themes relevant to the underlying principle: ‘making friends’, ‘encouraging inclusion’, ‘developing social skills’, ‘providing enjoyment’, and ‘providing opportunity’. Findings support the use of dance to enhance social inclusion and skills in IWCN, emphasising the need for further research and integration into education programs.
| Period | 19 Sept 2023 |
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