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A Mixed Methods Study of Dance and Development in Preschool Students with Disabilities and Adaptations for Sustainable Dance Programming

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A Mixed Methods Study of Dance and Development in Preschool Students with Disabilities and Adaptations for Sustainable Dance Programming Dance-ability: A Mixed Methods Study of Dance and Development in Preschool Students with Disabilities and Adaptations for Sustainable Dance Programming DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Eleanor Louise Pierman, M.A. Graduate Program in Arts Administration, Education and Policy The Ohio State University 2020 Dissertation Committee: Shari Savage, Ph.D., Advisor Joni Boyd Acuff, Ph.D. Margaret Wyszomirski, Ph.D. Laurie Katz, Ph.D. Copyrighted by Eleanor Louise Pierman 2020 Abstract The increasing constituency of children with autism and the need for accessible early intervention strategies has sparked my interest in dance as not only a teaching tool, but as a means for inclusive education. Though we have made headway with modifications and differentiated instruction for students with disabilities, most practices still take place within traditional education structures. Instead, I argue that teachers should expand their pedagogies to include less traditional methods of instruction that may be accessible to and foster growth in all students, not just the “average” student that many curricula are tailored to. Dance education is one avenue that has not been greatly explored but has the potential to enhance inclusive education practices. The primary research question in this mixed-methods study asks whether or not a ballet company’s pre-kindergarten creative movement program influences development for students in inclusion classrooms, and to determine if dance correlates with socio- emotional development and/or executive functioning. For the purposes of this study, I conceptualized socio-emotional development in terms of five categories: emotion expression, identifying emotions about oneself, emotion understanding, emotion regulation, and social relationships. Executive function was broken down into categories of inhibition, shifting, working memory, and planning and organizing. Each of those ! ii categories also had a number of sub-themes operationalizing specific behaviors that exemplified the main category. Additional emergent themes included attention and engagement, comprehension and creativity, independence, and following along. Data collection involved pre- and post-surveys assessing elements of socio- emotional development and executive function, my own participant observation of the dance program in three inclusion residencies, and interviews with the ballet company’s teaching artists as well as the classroom teachers. Following holistic analysis of all data sources, I determined that over the course of the program, all students experienced growth in each of the aforementioned categories of socio-emotional development and executive function. Those results were particularly robust for the students with autism, suggesting a potential gap-bridging effect of dance in preschool for students with disabilities. Furthermore, I was able to identify several necessary infrastructures and adaptations to make the program accessible to students with disabilities and their same- age peers. Much of the original program structure and all adaptations align with established learning theories and disability pedagogies, which ensures that the dance program is meaningfully inclusive. Using those adaptations, it is possible not only to effectively use dance as an experiential learning opportunity for students with autism, but to adapt other existing programs to become more accessible to all populations. ! iii Dedication This dissertation is dedicated to John Gilbert, who has always supported me in every way possible, never fails to tell me that he is proud of me, and is always the first to wish me happy National Ice Cream for Breakfast Day or let me know that Harry Potter is playing on TV. Describing the extent of my appreciation and love for you would take take significantly more space than I have here, so I’ll keep it simple – I wouldn’t be where I am today without you, Grandaddy. ! iv Acknowledgments There are many people that have guided and supported my growth as a scholar and an educator throughout the years. I would first like to thank my advisor, Dr. Shari Savage, for all of her support and for always making me feel better than I did before I talked to her (and for putting up with my quantitative leanings!). I would also like to thank my committee, Dr. Joni Acuff, Dr. Margaret Wyszomirski, and Dr. Laurie Katz, for lending their expertise and for making my research so much stronger than it would have been without them. Special thanks to my mentor Ambre Emory-Maier for her unending support of my research and my professional experiences. She constantly helps me to grow as a researcher, an educator, a professional, and a person, and my work would not be possible without her. Extra special thanks to my mom, who consistently reminded me that I was more than capable of completing this work, even when it seemed impossible. Finally, thank you to all of the administrators, teachers, students, and parents that were in any way involved with the creation of this dissertation, without whom I would not be where I am today. ! v Vita 2008…………………………………………Upper Arlington High School, Honors Diploma 2012…………………………………………B.S. summa cum laude, Psychology, Communication, The Ohio State University 2012 to present………………………………Teaching Artist, BalletMet Columbus 2012 to present………………………………Administrative Assistant, OhioDance 2014…………………………………………University Fellowship, The Ohio State University 2015 to present………………………………Graduate Teaching Associate, Department of Arts Administration, Education, and Policy, The Ohio State University 2016…………………………………………M.A. Arts Policy and Administration, The Ohio State University 2016-2017…………………………………..Graduate Teaching Fellow, The Ohio State University 2016-2018…………………………………..Managing Editor, Journal of Cultural Research in Arts Education ! vi 2018…………………………………………Recipient: Department of Arts Administration, Education and Policy’s Outstanding Graduate Teaching Associate Award, The Ohio State University 2018…………………………………………Recipient: Graduate Associate Teaching Award, The Ohio State University Publications Emory-Maier, A., & Pierman, E. (2016). The Wiggle Jig: A comprehensive outreach program developed by BalletMet. Dance Education in Practice, 2(1), 6–11. doi:10.1080/23734833.2016.1133971 Fields of Study Major Field: Arts Administration, Education and Policy ! vii Table of Contents Abstract ............................................................................................................................... ii! Dedication .......................................................................................................................... iv! Acknowledgments ............................................................................................................... v! Vita ..................................................................................................................................... vi! List of Tables .................................................................................................................... xv! List of Figures .................................................................................................................. xvi! Chapter 1: Introduction ....................................................................................................... 1! Background to the Study ................................................................................................. 1! Rationale for Research .................................................................................................... 5! Research Questions ......................................................................................................... 7! Definition of Terms ..................................................................................................... 8! Significance of Study ...................................................................................................... 9! Assumptions and Limitations ....................................................................................... 10! Assumptions as an Insider ........................................................................................ 10! Assumptions as an Outsider ...................................................................................... 13! Limitations of the Study ............................................................................................ 14! ! viii Blueprint for Dissertation ............................................................................................. 15! Chapter 2: Literature Review ............................................................................................ 17! Introduction ................................................................................................................... 17! Theoretical Framework: Disability ............................................................................... 18! Autism: Current Understandings and Controversies ................................................ 20! Socio-political Controversies and Divisions within the Autism Community ........... 34! Relevance to the Current Study ................................................................................ 45! Theoretical Framework: Child Development ............................................................... 46! My Conceptualization of “Development” ...............................................................
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