Dance and autism: explorations of unexpected benefits through inclusive practice

Abstract

In this research, I conducted a practice-based qualitative study to explore the unexpected exchanges that emerged from inclusive dance activities shared by experienced dancers and autistic individuals. Drawing on my experience in leading community work and engaging with young autistic individuals, I generated new knowledge through dance activities and the observation of these practices. This research acknowledges that autistic individuals are unique, each with their strengths and attributes. The focus is not on the limitations implied by this label, but on recognising the diversity and potential within each person.As the dance practitioner and researcher in the study, I adopted a reflexive approach, reporting the work I have done as a case study centred on creative dance sessions. I aimed to define the nature of the intersection between dance practitioners and autistic individuals, with a focus on the unexpected outcomes and the potential benefits emerging from this intersection. While dance is widely recognised for its mental and physical benefits, my study sought to identify the specific advantages that arise from inclusive practices through experimentation and observation of the phenomenon rather than those with predefined goals and outcomes.The data I collected revealed four fundamental themes from the lived experiences of all involved: Inclusion, Diversity, Exchange, and Accessibility. Based on these findings, I propose the I.D.E.A.L. model—an Inclusive, Diverse, Exchange-driven, and Accessible Learning environment. This model offers flexible guidelines adaptable to various educational contexts.I present my reflections on teaching through autobiographical narratives and vignettes of some participants. I acknowledge that experiences vary from one individual to another and that while participants in this study shared similarities, their experiences were also distinct. Moreover, I recognise that this study does not represent the entire population of individuals with neurodevelopmental differences associated with autism, nor does it encompass the whole community of dance students and practitioners. However, the empirical findings emerging from my practical research can offer valuable tools for other dance practitioners and educators, which can be applied in diverse teaching contexts.

Date of Award	May 2025
Original language	English
Awarding Institution	University of Bedfordshire
Supervisor	Tamara Ashley (Supervisor), Faye Powell (Second supervisor) & Janice Wearmouth (Third supervisor)