ERIC Number: EJ1134022
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Always Being on Your Toes: Elementary School Dance Teachers' Perceptions of Inclusion and Their Roles in Creating Inclusive Dance Education Environments
Zitomer, Michelle R.
International Journal of Inclusive Education, v21 n4 p428-440 2017
Teachers are key players in creating inclusive dance education environments. Guided by a conceptual framework of relational ethics, this qualitative study explored the perceptions and practices of four elementary school dance teachers teaching in public schools in two large school districts in Western Canada. Data collection involved interviews, observation, and researcher field notes. Thematic analysis guided data analysis procedures. Analysis revealed six themes connected to teacher perceptions: (a) valuing uniqueness; (b) establishing supportive relationships; (c) becoming pedagogically aware; (d) regarding children's needs; (e) teaching students about responsibility; and (f) having high expectations. Dance teachers valued inclusion and dance as a means for enabling student movement exploration and discovery of their unique style and ability. By acknowledging and respecting difference, the practice of accommodating diverse learning needs contributed to the learning of all students.
Descriptors: Elementary School Teachers, Dance Education, Teacher Attitudes, Inclusion, Teacher Role, Public School Teachers, Foreign Countries, Semi Structured Interviews, Observation, Data Analysis, Teacher Student Relationship, Student Needs, Student Responsibility, Teacher Expectations of Students, Values, Individual Differences, Attitudes toward Disabilities, Disabilities
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A