Dance for pupils with profound and multiple learning disabilities: the views of professionals / Nicole SHAW in Good Autism Practice - GAP, 23-2 (October 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-2 (October 2022) . - p.40-51 Titre : Dance for pupils with profound and multiple learning disabilities: the views of professionals Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SHAW, Auteur Article en page(s) : p.40-51 Langues : Anglais (eng) Résumé : The author works in a day, special school for pupils aged 2 to 11 with a range of disabilities, including autism and Profound and Multiple Learning Disabilities (PMLD). She is the Physical Education Coordinator and enjoys dance, having previously worked as a dance teacher and trainer. In this small-scale study, staff within the school were asked to give their views on dance, in terms of its value for the children, their confidence in delivering dance sessions and what they feel would support them to enhance this. Overall, the staff were positive about dance but differed in their confidence levels. The author concludes that dance should be seen as a distinct activity within the timetable and that staff would appreciate professional development from a dance specialist to increase their confidence and the benefits to learners with PMLD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Dance for pupils with profound and multiple learning disabilities: the views of professionals [Texte imprimé et/ou numérique] / Nicole SHAW, Auteur . - p.40-51. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-2 (October 2022) . - p.40-51 Résumé : The author works in a day, special school for pupils aged 2 to 11 with a range of disabilities, including autism and Profound and Multiple Learning Disabilities (PMLD). She is the Physical Education Coordinator and enjoys dance, having previously worked as a dance teacher and trainer. In this small-scale study, staff within the school were asked to give their views on dance, in terms of its value for the children, their confidence in delivering dance sessions and what they feel would support them to enhance this. Overall, the staff were positive about dance but differed in their confidence levels. The author concludes that dance should be seen as a distinct activity within the timetable and that staff would appreciate professional development from a dance specialist to increase their confidence and the benefits to learners with PMLD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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