Interaction within a dance class for adults with intellectual disabilities

Abstract

Background: Environmental factors have a significant role in facilitating and limiting participation of individuals with intellectual disabilities in everyday activities. Creating accessible communication environments within leisure activities offers opportunities for enhanced participation and interaction. Method: An ethnographic approach was used to observe and analyze interactions within a dance class for adults with intellectual disabilities. Observation was used alongside questionnaires, interviews, and assessment tools to identify and analyze patterns of interaction among the students and professionals. Results: Participation in the dance class enabled the students to build social connections with each other, which in turn further facilitated interaction and joint participation. Professionals and students implemented a range of communication strategies in response to their aims and expectations. Through participation in the study, the teacher’s awareness of her use of strategies increased. Discussion and conclusion: Further research is needed to understand how interaction opportunities can be further maximized during everyday activities for individuals with intellectual disabilities.