Educator perceptions of dance/movement therapy in the special education classroom
Abstract:
This study published in 2016 explored educators' perceptions of the impact of group dance/movement therapy (DMT) on student behavior, symptoms, and academic engagement in special education classrooms. The study conducted semi-structured interviews with 13 educators who had observed and/or participated in a student DMT group in a U.S. public school and drew the following four conclusions: (a) participation in DMT can improve supervisory behaviors; (b) DMT can address the needs of individuals who are part of a group; (c) DMT techniques and tools used can affect the sensory system; and (d) time, duration and spatial constraints may affect long-term benefits. Although further research is needed, results indicate that educators agree that DMT can be used in schools to help children focus, regulate energy, and enhance healthy social skills.
Details:
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Author(s):
Christina Devereaux
Resource Theme(s):
Children with Special Educational Needs