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Re-imagining Dance Education for Autistic Children in Inclusive Settings through a Lens of Somatic Awareness and Emotional Communication

Authors

  • SHUTING WU

    Chenzhou Special Education Center School
    Author

  • Yanghui Ou

    Author

Keywords:

Dance Dance therapy, Arts education, Inclusive education

Abstract

Children with autism spectrum disorder (ASD) face major challenges in expressing emotions because they lack both verbal communication skills and social interaction abilities. The research investigates how dance/movement therapy (DMT) functions as a non-verbal arts education intervention to enhance emotional expression abilities in autistic children. The research utilizes a mixed-methods approach which includes structured dance-based interventions, quantitative assessments and qualitative observations based on the principles of embodied cognition and expressive arts educational methods. Participants took part in rhythm-based movement sessions which used symbolic guidance to help them develop emotional awareness, bodily control and social interaction skills. The quantitative analysis indicated observable post-intervention increases across key indicators of emotional expression, emotional regulation, and social interaction.

Specifically, participants demonstrated higher frequencies of facial expression and expressive body movement during structured activities, alongside improved capacity to return to a calm state following emotional arousal. Measures related to social interaction showed increased responsiveness and initiation during group movement sessions.

Author Biography

  • SHUTING WU, Chenzhou Special Education Center School

    I am currently pursuing a PhD in Dance Studies at Universiti Pendidikan Sultan Idris (UPSI). In terms of achievements, I have published works such as "Dance and Social Interaction: Exploring the Role of Dance Art in Social Transformation," "Embracing AI for Innovative Learning and Inclusive Education," "A Brief Discussion on Students' Psychological Stress Regulation Strategies in Dance Competitions," "Research on Dance Teaching for Deaf Students in Special Education," and "Strategies for Integrating Ideological and Political Education for Children with Autism in Special School Classes," among others.

    In recent years, I have been deeply engaged in the intersection of special education and dance therapy, leading two funded projects: the 2023 project "Innovation in Special Education Teaching Methods," which has been completed, and the 2024 project "Research on the 'Ideological and Political Education + Singing and Movement' Mode in Primary and Secondary Schools in Special Education," which is ongoing. Both projects focus on artistic interventions for children with special needs. In terms of outcomes, I have published five core-related papers, including two international journal articles such as "Dance and Social Interaction," and "Embracing AI for Innovative Learning and Inclusive Education," with the latter winning a gold medal at an international conference. Additionally, four domestic papers have received provincial first prizes, covering topics such as the integration of ideological education for children with autism and dance teaching for deaf students. The research team includes members from special education, art therapy, and AI applications, establishing a foundation for multidisciplinary collaboration, and providing solid practical and research support for the interdisciplinary integration and technological implementation of this project.

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Published

2026-03-04

Issue

Vol. 2 No. 03 (2026): Volume 02, Issue 03

Section

Articles

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Copyright (c) 2026 SHUTING WU, Yanghui Ou (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Re-imagining Dance Education for Autistic Children in Inclusive Settings through a Lens of Somatic Awareness and Emotional Communication. (2026). Art & Design for Humanity, 2(03). https://www.adh-journal.com/index.php/journal001/article/view/34