Let's Dance: Participatory Sense-Making in an Eight-Year-Old Boy with Autism

Autor/in	Hermans, Carolien
Titel	Let's Dance: Participatory Sense-Making in an Eight-Year-Old Boy with Autism
Quelle	In: Journal of Dance Education, 19 (2019) 1, S.23-33 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermans, Carolien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2018.1422254
Schlagwörter	Dance Education; Young Children; Males; Autism; Intervention; Motion; Interaction; Attention; Foreign Countries; Grade 5; Elementary School Students; Psychomotor Skills; Interpersonal Relationship; Student Participation; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Frühe Kindheit; Male; Männliches Geschlecht; Autismus; Bewegungsablauf; Interaktion; Aufmerksamkeit; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Psychomotorische Aktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	In this article we take a social, embodied stance towards autism that includes both the celebrating of difference as well as the notion of vulnerabilities. The hypothesis of Hanne de Jaegher (2013) serves as the main starting point of present research study. This hypothesis states that children with autism have a different embodiment and as a result their sense-making processes differ too. The capacity to interact in a flexible manner with the social partner and to communicate through gestures, movement, and language is different in children with autism. An ethnographic case study is used to analyze the participatory sense-making process of an 8-year-old boy with autism within the context of a dance intervention. Since dance is the art of the kinesthetic, we argue here that a dance intervention can provide excellent opportunities to describe, understand, and stimulate embodied processes of shared meaning making in children with autism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01