Shall we ALL dance? Perspectives of children with disabilities, parents, and age-matched peers from an inclusive dance program.

Abstract

The purpose of this study was to explore perspectives of children with disabilities, their parents, and age-matched peers following participation in an inclusive dance program. Participants included 12 children with disabilities, 14 parents/caregivers, and 17 age-matched peers. The 5-day program was held for 3 h per day and led by a collaborative team of teaching artists, physical therapists, and musicians. A multimethod (focus group, pre/post-survey, guided reflection journals (visual, written, video, photo-elicitation), reflective memos), qualitative, phenomenological research design elicited perspectives on participation. Theoretical underpinnings provided structure to the diversity of data. Data were analyzed using reflexive thematic analysis. Three themes were generated: "setting the inclusive stage," "boundless" participation, and "opportunities for transformative change." Collaborative, strengths-based program design supported partnership between children with disabilities and age-matched peers. Individualized approaches to inclusion, led by physical therapist and teaching artist, was considered integral for participation of children with complex disabilities. Opportunity for children to relate to each other was a desired outcome of participation in the inclusive dance program. Inclusive community-based dance programs supported by physical therapists may enhance participation for children with and without disabilities. Strengths-based approach is a valued aspect of promoting meaningful participation.