‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education

This study explored the perspectives of elementary school children with disabilities in inclusive dance education classrooms in two large school districts in Western Canada. A qualitative interpretivist approach facilitated understanding of the experiences of eight children with different disabilities between the ages 6 and 10 who participated in dance in general education classrooms. Two one-on-one semi-structured interviews, children’s art work, class observations, and researcher field notes facilitated gaining access to the children’s experiences. Data were interpreted through a relational ethics conceptual framework. Data analysis followed the procedures of interpretive thematic analysis. Interview and observation data revealed three themes: (a) peer acceptance, (b) bodily learning, and (c) engaged support continuum. Relationships with teachers, educational assistants, and classmates created a dance education environment that enabled these children to participate alongside their classmates, experience joy and success, and gain a sense of belonging.