The Role of Dance in Supporting Social Inclusion and Skill Development for Children Experiencing Complex Needs
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| Title: | The Role of Dance in Supporting Social Inclusion and Skill Development for Children Experiencing Complex Needs |
|---|---|
| Language: | English |
| Authors: | Maitreyee Buragohain (ORCID |
| Source: | Support for Learning. 2026 41(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Interpersonal Competence, Special Needs Students, Dance, Skill Development, Special Education, Students with Disabilities, Children, Dance Education, Foreign Countries, Student Attitudes, Parent Attitudes, Teacher Attitudes, Inclusion |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1111/1467-9604.70038 |
| ISSN: | 0268-2141 1467-9604 |
| Abstract: | This article examines how dance has been used to help children experiencing complex needs (CECN) improve their social skills and encourage inclusion within local communities. Building on initial research conducted in India where I trained as a dancer and completed my MA work in a school for children with special educational needs (SEN), this study reflects a continued commitment to exploring the role of dance in inclusive education. The current research, conducted in two UK schools, involved teaching dance to groups of CECN alongside participant observation through video recordings of the lessons. Interviews with pupils, parents and teachers further informed the study. The research aimed to address four main questions regarding the benefits of dance, particularly in enhancing social interactions and promoting inclusion. Findings reveal that dance plays a crucial role in improving communication, self-confidence and social integration for CECN. The study provides encouraging results and highlights the potential of dance as an effective tool for inclusion and social development, suggesting that further research is needed to explore its full potential and application in educational settings. |
| Abstractor: | As Provided |
| Notes: | https://pure.northampton.ac.uk |
| Entry Date: | 2026 |
| Accession Number: | EJ1506793 |
| Database: | ERIC |
| Abstract: | This article examines how dance has been used to help children experiencing complex needs (CECN) improve their social skills and encourage inclusion within local communities. Building on initial research conducted in India where I trained as a dancer and completed my MA work in a school for children with special educational needs (SEN), this study reflects a continued commitment to exploring the role of dance in inclusive education. The current research, conducted in two UK schools, involved teaching dance to groups of CECN alongside participant observation through video recordings of the lessons. Interviews with pupils, parents and teachers further informed the study. The research aimed to address four main questions regarding the benefits of dance, particularly in enhancing social interactions and promoting inclusion. Findings reveal that dance plays a crucial role in improving communication, self-confidence and social integration for CECN. The study provides encouraging results and highlights the potential of dance as an effective tool for inclusion and social development, suggesting that further research is needed to explore its full potential and application in educational settings. |
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| ISSN: | 0268-2141 1467-9604 |
| DOI: | 10.1111/1467-9604.70038 |
