To be or not to be – able to dance: integrated dance and children’s perceptions of dance ability and disability

Abstract

This study investigated children’s perceptions of dance ability and disability and changes to perceptions following participation in an integrated dance program. Focus group interviews, field notes and observations were used with children with physical disabilities (n = 5) and without disabilities (n = 9) between the ages six and nine before and after their participation in an integrated dance program. Ableism, contact theory and aspects of the situative approach to knowledge construction served as theoretical frameworks. An interpretative phenomenological analysis (IPA) was used to analyse the data. Pre-program interviews revealed three common themes: all kinds of moves, like ballet and dance ability = turning/jumping. In addition, three themes emerged from interviews with able-bodied participants: can’t walk/can’t dance, passivity and different because.... Post-program interviews revealed two common themes: emotional/physical and body parts/levels. In addition two themes emerged describing able-bodied children’s perceptions: can’t walk/CAN dance and different because-equipment. One theme emerged post-program describing perceptions of participants with disabilities: competence. Participation in an integrated dance program can have a positive impact on children’s perceptions of dance ability and a more subtle impact on able-bodied children’s perceptions of disability.

Keywords:

• dance education
• inclusion
• children with physical disabilities