Dancing with Down syndrome: a phenomenological case study

Abstract

Dance for individuals with Down syndrome has many benefits; however, there is little research on this topic. Down syndrome is the most common genetic condition, resulting in psychological, physical, and social impairments. There is research to suggest that dance may be a beneficial activity for people with Down syndrome; however, there is little research to substantiate the effects of participating in a community dance class. The present study utilized the theoretical orientation of phenomenology to explore the lived experience of a 21-year-old male with Down syndrome as he participated in a community dance class through his perspective, as well as that of his parents and dance instructor. The dance program was inclusive for children and young adults with special needs. Data collection included background questionnaires, interviews, observation of the dance class, member checks, and field notes. Analysis of the data revealed four salient themes although only the theme of Luke at Dance will be discussed. Overall, all participants agreed that the experience had social, physical, and psychological benefits. Specifically, the dance class provided Luke with the opportunity to expand his social circle, engage him cognitively, and become physically active.