AllPlay Dance: Two Pilot Dance Projects for Children With Disability, Developed and Assessed With a Dance Studies Approach

Abstract

AllPlay Dance is founded on a collaborative approach to research between the School of Psychology and the School of Communication of Creative Arts, both of Deakin University. The research is also undertaken in partnership with professional ballet company, Queensland Ballet. This paper describes the development and execution of two pilot projects for children with disability, utilizing a dance studies methodology. The projects were conducted in 2018 and 2019 for children with cerebral palsy (CP) and autism spectrum disorder, as part of the AllPlay Dance program. Participants with disabilities ranged in age from 7 to 12 years. As well as describing the approach to the program development, we discuss the involvement of older and more experienced buddies who were included as a method to support the participation in dance of children with disabilities. We will also describe the diffusion of authorship in the making of group dances as a tool for inclusion and the premise of dance as a social practice in which participants inter-subjectively generate meaning and sense making. The AllPlay Dance projects were developed as a series of dance classes in which participants worked with set or learned movement material, dance improvisation, and tasks for movement generation in order to collectively generate a dance for performance. This paper focuses on the aim of developing inclusive approaches to dance classes that challenge “ableist” notions of dance as spectacle to enable to work toward building transferable programs to allow all children who so desire and to participate in dance in their communities.

Can wrist-worn devices and a smartphone application influence arm activity in children with unilateral cerebral palsy? A proof-of-concept study

“…Each child/young person with UCP selected a “buddy” who was a typically developing age-matched peer. Buddy systems can encourage children to engage in physical activity ( 20 ), and can foster inclusiveness and mutual support ( 21 ).…”

“…Each child/young person with UCP selected a "buddy" who was a typically developing age-matched peer. Buddy systems can encourage children to engage in physical activity (20), and can foster inclusiveness and mutual support (21). Fully informed written consent (parents and those aged 16 and above) was required, with additional assent from participating children.…”

Parents’ long-term experiences in a recreational dance program for their children with autism spectrum disorder

“…These reported benefits coupled with children with disabilities’ preference for dance over other physical activities [ 27 ] and enjoyment of dancing [ 28 ] demonstrate the potential that dance interventions have. Research teams are designing and implementing a dance program for those with ASD [ 29 ]. Yet, the program’s eight week duration was too short to see many physical or creative outcomes in a recent study [ 29 ].…”

“…Research teams are designing and implementing a dance program for those with ASD [ 29 ]. Yet, the program’s eight week duration was too short to see many physical or creative outcomes in a recent study [ 29 ]. Thus, research is lacking on how dance programs can benefit those with ASD.…”

Wrist-Worn devices to encourage affected upper limb movement in unilateral cerebral palsy: Participatory design workshops

“…Firstly, contemporaneous information on relative arm use in typically developing peers in the same setting as the child with UCP could help with data interpretation (for example if both children were attending the same classes at the same school). Secondly, having a buddy system provides a mechanism for inclusiveness and mutual support, may prevent the child with UCP from feeling “singled out” ( 28 ).…”