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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Dance Programs for School-Age Individuals With Disabilities: A Systematic Review.

Laura A Prieto¹, Justin A Haegele², Luis Columna¹

¹University of Wisconsin-Madison.

Adapted Physical Activity Quarterly : APAQ

|June 20, 2020

Summary

This review of dance programs for school-age individuals with disabilities found varied study designs and identified gaps in research rigor. Future studies should improve methodology and ethical reporting for dance interventions.

Keywords:

children disability interventions youth

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Area of Science:

Rehabilitation Medicine
Special Education
Kinesiology

Background:

Dance programs offer potential benefits for individuals with disabilities.
Previous research has explored dance interventions, but a focus on school-age populations with disabilities is needed.

Purpose of the Study:

To systematically review published literature on dance programs for school-age individuals with disabilities.
To describe study characteristics and major findings of existing research.
To identify gaps and suggest future research directions.

Main Methods:

Systematic review of electronic database searches for articles published between January 2008 and August 2018.
Inclusion criteria applied to select 16 relevant articles.
Data extraction included study design, dance program characteristics, and major findings.
Methodological quality assessed using the Crowe Critical Appraisal Tool.

Main Results:

The review synthesized findings from 16 studies on dance programs for school-age individuals with disabilities.
Extracted data covered study and program characteristics, and key outcomes.
A significant gap in methodological rigor was identified across the included studies.

Conclusions:

Existing research on dance programs for school-age individuals with disabilities is characterized by methodological variability.
Future research should prioritize robust study designs, clear sampling strategies, theoretical frameworks, and detailed ethical reporting.
Improved research rigor is essential to better understand the impact of dance interventions.