Dance in a Sightless World: a Phenomenology (Rehabilitation).

Abstract

The purpose of this descriptive study was to learn about the lived-world of five visually-impaired children, and to examine their behavior through an experience of dance. These children, ages six through fourteen, participated in eight dance classes where their gestures and interactions were observed and noted. Further, they, their parents, and primary homeroom teacher were interviewed over a period of two years. A phenomenological research approach was used to develop a case study about each of the children. Then a thematic analysis of the case studies was conducted to produce the findings. The scarcity of literature pointed out that much research was needed about movement for the visually-impaired, and an investigation into the lived-world of these children was highly desirable. The human science approach to research was implemented because the goal of the study was to better underst and the meaning of life as experienced by the visually-impaired children. This underst and ing could only be developed by exploring as many aspects of the children's lived-world as possible, and recounting them in detail through description and dialogue. An experience in dance has potential as a way of helping the visually-impaired children adjust to their lives and possibly decrease "blindism" behavior, which tends to make them appear "different." Mobility is the greatest concern of these children, and the dance classroom became a protective environment in which they could experience a variety of steps and movements and explore their space in a different manner than they had before. Spatiality, Loneliness, and Separation were the major themes that emerged from the interviews and observations. These themes need to be addressed by persons interested in the welfare of visually-impaired children. Equally important, the following sub-themes emerged out of the investigation: Peer Relationships; Sense of Efficacy; Insecurity to Freedom; and Expression of Self in Social Situations. These themes speak to the manner in which visually-impaired children relate to other people. Additional findings suggest that these children spent much more time alone than sighted children, that classes in movement could be beneficial in decreasing "blindism" behavior, and that increased self-esteem seemed to be important in helping the visually-impaired children relate to others with greater confidence.