6015

Research in Practice for the Artist

Research Proposal

Ashleigh Mulvihill
675046

For the attention of

Lisa Parsons

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Research Proposal

Title

An investigation into methods of teaching dance to a child with Aspergers syndrome.

Abstract

This research proposal will show the aims and objectives of the final research project
and show how these are going to be met. A literature review will show what other
researchers have to say about the topic and will help to bring together all the
information needed to complete the project successfully. This will help to show the
important points in relation to the topic and find authors who agree with the points that
will be made. The research methods and methodology will show how the information
will be gathered and will explain the overall paradigmatic framework for the study. This
will help to state what is going to be done in the project and how the data will be
collected effectively. In addition to this, the problems and limitations that could be
faced during this project will be set out. Finally, a timetable will be planned so that
there is a set time scale for all the work to be done.

Aim

To find the most effective ways of teaching dance to a child with Aspergers
syndrome.

Objectives

To teach and observe a child with Aspergers syndrome documenting how the
child responds differently in a group situation as opposed to a one to one
session.

To gather literature about Aspergers syndrome and appropriate methods of

teaching a child with Aspergers syndrome that will support the research focus.

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 To use a case study as a qualitative methodology to collect data that will inform
the research question.

Literature Review

Literature related specifically to teaching dance to a child with Aspergers syndrome is

highly limited, so this literature review will focus on what Autism and Aspergers
syndrome is and the ways in which a child with Autism can be helped to feel more
included in a group setting in a class room. These methods will then be applied
specifically to dance further into the research process and will support findings and
observations made through the case study. In addition to this, some of the literature
talks about integrated and inclusive dance classes for children with physical
disabilities. Although this is not related to Aspergers syndrome, some of the principles
are still that same and can be applied to having a child with Aspergers syndrome in a
class. There are a number of key authors which a lot of information has been drawn
from during the research process. These include C. Sainsbury who tells us about what
it is like to be a child with Aspergers Syndrome in a mainstream school and the
difficulties that they can face. In addition to this, another main author is M. Pittman.
This author gives us information on how a professional can be autism-friendly and
the best ways to deal with a child with Autism in a classroom setting and methods
which will help to make their learning as effective as possible. K. A. Kaufmann talks
about an inclusive dance class and how a child with extra needs can feel involved in
a dance class and what a teacher can do to ensure that this is the case.

Sainsbury (20

09:13) tells us that Aspergers syndrome is a mild form of Autism, which affects
approximately 1 in 1000 people and that people with Aspergers syndrome can have
learning difficulties or can have a higher-than-average level of intelligence. This can
range from the most severely disabled who may never develop speech, to the most
high-functioning. People who are on the Autistic spectrum tend to have difficulty with
social skills and according to Rao et al (2007:354) they have signicant social
relational problems; the majority experience great difculty initiating and maintaining
friendships with same-aged peers. This can cause difficulty when a child with autism

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is in a group setting or in a classroom situation as it makes it tough for the child to fit
in and get on with their peers.

Pittman (2007:27) suggest that in order to be able to teach children who are on the
autistic spectrum, teachers and professionals need to understand children on the
spectrum and how they can so easily misunderstand what we want from them.
Pittman (ibid: 28) also tells us that there are a number of ways in which a professional
can be autism-friendly. These include flexibility and creativity in how they think and
problem solve, empathy, insight and the ability to change their practices as they read
between the lines of what a child is doing. In addition to this, having good
communication skills and knowing how and when to communicate is important as well
as having a high degree of organisation in terms of systems and materials in order for
children to learn, and finally, willingness to listen, collaborate and learn from others.

Pittman (2008) also talks about extra plans and arrangements that a teacher can make
which can help a child with autism to learn the most effectively and maximise their
ability to cope in a learning environment. One example of this is to prepare a child for
special events or any changes to their routine. In addition to this, a teacher can also
make a timetable which includes one-to-one sessions. This can help the child to
familiarise themselves with the work and the teacher and allow them to feel more
comfortable in the learning environment. The National Autistic Society agree with this
and we are told that it is important for a parent or carer to be proactive in finding out
what is involved in a specific change (Autism.org.uk, 2016) in order to prepare a child
for any new changes to their routine that could affect them and cause them to feel
anxious.

There are a number of different ways of teaching a child with autism and when in a
group setting, it is important that a child with autism feels included in the group and it
is the teachers responsibility to make this the case. In response to this, Kaufmann
(2006:4) tells us that in a learning environment, inclusion is somewhere that all
members of the group feel that they belong and are accepted in the group. Kaufmann
(ibid.) further states that an inclusive class would embrace and celebrate the
individuality of every member of the class and would mean that all members of the
group are part of a learning community and receive a quality education with their
peers. This statement shows that in a class where there are extra needs, the needs

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should all be recognised, which will allow the people in the class to feel they are part
of the learning community. Kaufmann (ibid.) further states that recognising the
strengths of the students in the class is important when teaching an integrated class
as it results in the students feeling a sense of accomplishment and can boost self-
esteem. According to Kaufmann (ibid:30) dance classes which are integrated should
include all students in all activities. Inclusive dance allows for and acknowledges the
fact that all children develop differently and at different speeds. Zitomer (2016) agrees
with this and talks about a study that was done when teaching dance to an integrated
class. After getting feedback from the class we are told that The idea of every person
experiencing acceptance and recognition by others underlies a relational ethics
approach to inclusive dance education. (ibid:220) This talks about the relationship
between the students and the teacher how important it is for children with additional
needs to feel comfortable with the teacher. Gunn and Delafield-Butt (2015) also agree
with this regarding teaching children on the Autistic spectrum in a classroom setting.
They talk about how children who have Autism can sometimes have restricted
interests which are defined as objects or topics that individuals with ASD pursue with
focus and intensity (ibid:409). Gunn and Delafield-Butt tell us that one of the main
concerns when teaching children with ASD is knowing what is the best way to work
with their restricted interests and how this can sometimes be used to the advantage
of both the teacher and the student.

Research Methods and Methodologies

The research paradigm for this study is a post-positivist paradigm. Bryman (2015:694)
defines a paradigm as a term that can be used to describe a cluster of beliefs and
dictates that for scientists in a particular discipline influence what should be studied,
how research should be done, and how results should be interpreted. There are two
main types of paradigm and these are known as positivism and post-positivism.

Positivism is defined by Bryman (2015:694) as an epistemological position that

advocates the application of the methods of the natural sciences to the study of social
reality and beyond. This means that positivism is a paradigm which relies on hard
facts and scientific evidence and only considers data which is measurable and
observable. This type of research can be fairly closed and limited.

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Post-positivism is research that is broad as opposed to specialised. In this paradigm,
there are a number of different things that can qualify as research. Ryan (2006:12)
states that theory and practice cannot be kept separate. We cannot afford to ignore
theory for the sake of just the facts. This shows that the practical part of the research
is of high importance and that post-positivism is more open to creativity and is less
limiting when gathering research. Post-positivism combines theory with practice and
by doing so allows the researcher to find more information which might not necessarily
be noted if the practical side had not played a part.

The difference between these paradigms is that post-positivism allows more freedom
when researching and is not limited to just science and observations. This means that
there can be both a practical and a creative element used to gather data as well as
observation and theory. For this reason, a post-positivist approach is fitting for this
piece of research as there is a large practical element as it will involve actually teaching
and being present in the space to collect data. The researcher will also be able to
combing knowledge with the practice to make the most of the sessions when gathering
data.

There are two main strategies which are used in research. These are known as
quantitative and qualitative. Quantitative research follows a rigid, structured and
predetermined set of procedures to explore, it also puts emphasis on the
measurement of variables and gives importance to the validity and reliability of findings
Kumar (2014:379). This means that this strategy is largely based on facts and figures
and there are very little if any opinions involved. A lot of the time, quantitative research
involves numerical figures to show data. Qualitative research follows an open, flexible
and unstructured approach to enquiry; aims to explore diversity rather than to quantify;
emphasizes description and narration of feelings, perceptions and experiences rather
than their measurement (ibid:379). Qualitative research is more descriptive and
allows more flexibility and does not have to be purely based on figures. For this reason,
a qualitative approach is more suited to this piece of work as there will be a case study
which will involve observations and a reflective data. This means that a large amount
of the data which will be gathered will be based on observations and opinions and very
little, if any, will be numerical.

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The main methodologies which will be used in this piece of research will be a case
study, a reflective journal and making observations which will be kept a note of so that
they can be reflected upon. A case study is appropriate for this piece of research
because it allows the researcher to focus in on one particular aspect of the topic.
Gerring (2006:1) agrees with this as we are told we gain a better understanding of the
whole by focusing on the key part. In this particular case, observations will be made
of a child who has Aspergers syndrome in a dance class and different teaching
techniques will be tried on her. The techniques which are the most effective will be
noted and reflected upon as part of a reflective journal. These techniques will be tried
out both in a group setting and on a one to one basis. The researcher will then look at
how the child responds and note what works best and what was not as effective.
Aspergers syndrome can be completely different for different individuals which would
make it difficult to find out what works for every child. For this reason, a case study is
the most effective way of gaining a closer understanding of the particular child who will
be observed.

A reflective journal will be kept throughout the process. This will contain any thoughts
and/or feelings that the researcher has about the observations made of the case study.
This acts as a highly effective way of collecting qualitative data as part of the research.
Manen (1995:33) states that professional practices of educating cannot be properly
understood unless we are willing to conceive of practical knowledge and reflective
practice quite differently. This is telling us that in order to understand the work, both
practical knowledge and reflective practice need to be considered. This is highly
relevant to the case study as the different techniques that will be tried in the lessons
will be reflected upon in the journal and the childs reactions will be noted. In addition
to this, observations of the child in general and how she is responding to the other
students in the class will be noted. The reflective journal will be a place for the
researcher to write down thoughts and things that can be done to make the learning
experience as smooth as possible for the child in the case study.

Problems and Limitations

There may be difficulties taking observations of the particular child when she is
in a group.

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 It might be difficult to gather information on what the child is like outside of the
dance classes.
Aspergers syndrome can affect people differently; this might mean that what
works well for the child being observed may not necessarily work for all children
of the same age with Aspergers syndrome.

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Timetable

Date Task

w.c. 14th November 2016 6008 formal tutorial

Read/research/make observations of case
study
w.c. 21st November 2016 Read
Make observations of case study
w.c. 28th November 2016 Write literature review
Make observations of case study
w.c. 5th December 2016 Finish proposal
Make observations of case study
w.c. 12th December 2016 Proposal deadline 16th Dec 5pm
Make observations off case study
w.c. 19th December 2016 Christmas break
Make observations of case study
w.c. 26th December 2016 Christmas break
Read/research
w.c. 2nd January 2017 Christmas break
Read/research
w.c. 9th January 2017 Read/research
Make observations of case study
w.c. 16th January 2017 Read/research
Make observations of case study
w.c. 23rd January 2017 Read/research
Make observations of case study
w.c. 30th January 2017 Read/research
Make observations of case study
w.c. 6th February 2017 Read/research
Make observations of case study

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Date Task

w.c. 13th February 2017 6008 written dissertation data tutorial

Collate data
w.c. 20th February 2017 Directed study week
Collate data
w.c. 27th February 2017 Collate data

w.c. 6th March 2017 Collate data

Write dissertation
w.c. 13th March 2017 6008 Photo shoot 16th March
Write dissertation
w.c. 20th March 2017 Write dissertation

w.c. 27th March 2017 Write dissertation

w.c. 3rd April 2017 6008 written dissertation final draft 3rd April

w.c. 10th April 2017 Spring break

Edit dissertation
w.c. 17th April 2017 Spring break
Edit dissertation
w.c. 24th April 2017 Proof read/edit dissertation
Final deadline for return of written host report
28th April
w.c. 1st May 2017 Proof read/edit dissertation

w.c. 8th May 2017 Dissertation deadline 8th May

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References
Journal Articles
Gunn, K.C. and Delafield-Butt, J.T., 2015. Teaching Children With Autism Spectrum
Disorder With Restricted Interests A Review of Evidence for Best Practice. Review of
Educational Research, pp. 408-430

Manen, M.V., 1995. On the Epistemology of Reflective Practice. Teachers and

Teaching: theory and practice, 1(1). pp.33-50

Rao, P.A., Beidel, D.C. and Murray, M.J., 2008. Social skills interventions for children
with Aspergers syndrome or high-functioning autism: A review and recommendations.
Journal of autism and developmental disorders, 38(2), pp.353-361.

Ryan, A.B., 2006. Post-positivist approaches to research. Researching and Writing

your Thesis: a guide for postgraduate students, pp.12-26.

Zitomer, M.R., 2016. Dance Makes Me Happy: experiences of children with

disabilities in elementary school dance education. Research in Dance Education,
17(3), pp.218-234.

Books

Bryman, A., 2015. Social research methods. Oxford university press.

Gerring, J., 2006. Case study research: Principles and practices. Cambridge
University Press.

Kaufmann, K.A., 2006. Inclusive creative movement and dance. Human Kinetics.

Kumar, R., 2014. Research Methodology: a step guide for beginners. SAGE.

Pittman, M., 2007. Helping pupils with autistic spectrum disorders to learn. SAGE.

Sainsbury, C., 2009. Martian in the playground: understanding the schoolchild with
Asperger's syndrome. Sage.

Websites

Autism.org.uk. (2016). Preparing for change - NAS. [online] Available at:

http://www.autism.org.uk/about/behaviour/preparing-for-change.aspx [Accessed 14
Dec. 2016]

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Bibliography
Journal Articles

Bowler, D.M., 1992. Theory of Mind in Asperger's Syndrome Dermot M. Bowler.

Journal of Child Psychology and Psychiatry, 33(5), pp.877-893.

Candy, L., 2006. Practice based research: A guide. CCS Report, 1, pp.1-19.

Gunn, K.C. and Delafield-Butt, J.T., 2015. Teaching Children With Autism Spectrum
Disorder With Restricted Interests A Review of Evidence for Best Practice. Review of
Educational Research, pp. 408-430

Manen, M.V., 1995. On the Epistemology of Reflective Practice. Teachers and

Teaching: theory and practice, 1(1). pp.33-50

Rao, P.A., Beidel, D.C. and Murray, M.J., 2008. Social skills interventions for children
with Aspergers syndrome or high-functioning autism: A review and recommendations.
Journal of autism and developmental disorders, 38(2), pp.353-361.

Ryan, A.B., 2006. Post-positivist approaches to research. Researching and Writing

your Thesis: a guide for postgraduate students, pp.12-26.

Zitomer, M.R., 2016. Dance Makes Me Happy: experiences of children with

disabilities in elementary school dance education. Research in Dance Education,
17(3), pp.218-234.

Books

Bryman, A., 2015. Social research methods. Oxford university press.

Franklin, E.N., 2012. Dynamic alignment through imagery. Human Kinetics.

Franklin, E.N., 2013. Dance imagery for technique and performance. Human Kinetics.

Gerring, J., 2006. Case study research: Principles and practices. Cambridge
University Press.

Gibbons, E., 2007. Teaching dance: The spectrum of styles. AuthorHouse.

Kaufmann, K.A., 2006. Inclusive creative movement and dance. Human Kinetics.

Kumar, R., 2014. Research Methodology: a step guide for beginners. SAGE.

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Mosston, M. and Ashworth, S., 2002. Teaching physical education.

Ordetx, K., 2012. Teaching Theory of Mind: A Curriculum for Children with High
Functioning Autism, Asperger's Syndrome, and Related Social Challenges. Jessica
Kingsley Publishers.

Pittman, M., 2007. Helping pupils with autistic spectrum disorders to learn. SAGE.

Sainsbury, C., 2009. Martian in the playground: understanding the schoolchild with
Asperger's syndrome. Sage.

Williams, C. and Wragg, C., 2004. Data analysis and research for sport and exercise
science: a student guide. Routledge.

Websites

Autism.org.uk. (2016). Preparing for change - NAS. [online] Available at:

http://www.autism.org.uk/about/behaviour/preparing-for-change.aspx [Accessed 14
Dec. 2016]

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