This PhD study explores how dance provides opportunities for personal development of Children Experiencing Complex Needs (CECN), leveraging video observation to delve into the challenges and opportunities for inclusion. Video observation is integral to the methodology of this study involving pupils, parents and teachers associated with different special educational needs schools in England. Complex needs encompass a spectrum of conditions, including physical and sensory disabilities, intellectual and developmental delays, and other medical challenges that may impede societal participation. The premise of the study is that dance supports inclusion, empowering CECN to develop crucial personal skills essential for effective social interaction. By enhancing social inclusion, these personal skills enable CECN to build relationships, engage in activities, and access support systems, leading to significant improvements in overall well-being, sense of belonging, and personal growth.

Participant observation originated in anthropology as a way for researchers to study the customs and practices of remote communities by immersing themselves and observing while participating in the community (Iacono, Brown and Holtham, 2011). Observation as a research method is particularly suitable for studying dance, a multisensory activity that needs to be experienced by the senses and observed as it happens, allowing direct insight into various interactions in different settings (Fox, 1998). It enables a natural way of recording data to study dance and how it affects the behaviour of the participants thus aiding in understanding interactions between people in various situations (Cohen, Manion, & Morrison, 2007).

Challenges of participant observation

In this study, the researcher became a participant observer by teaching dance to students who were participants of the study. This helps to gather data about the behaviour of the participants and provides an in-depth understanding of the behaviour of the participants that would otherwise be inaccessible (DeWalt and DeWalt, 2011). However, involvement in the process can also be a distraction to the participants, affecting the quality of the data collected (Johnson, Douglas, Bigby, and Iacono, 2011). To address this challenge, the researcher used videos to collect data which involves recording the activity or behaviour being studied using a video camera, thus providing a less intrusive way of gathering data. The process of selecting a group of participating students was time-consuming and required continuous negotiation and coordination with school staff. One of the students expressed concerns and reservations about the use of a video camera. To address this, the researcher made a conscious effort to build trust gradually and ensure that the presence of the video camera became a natural aspect of the session over time.

Video recording can be a distraction and may prove challenging to maintain focus on the specific subject being studied, particularly in a fluid activity such as dance (Cohen, Manion, & Morrison, 2007) which was the case in certain phases of this study. The process of setting up the camera equipment, making sure it is running properly, and adjusting settings took away from the focus on the dance lesson on a few occasions. Additionally, the presence of a teaching assistant was not sufficient to alleviate the distractions caused by the video camera as well as the music system. This was particularly true during the beginning of lessons, as the researcher had to spend time getting the equipment set up and functioning. The teaching assistant’s role was mainly to monitor the participating pupils rather than assist with video recording.

Non-availability of a space for lessons on occasions, continuous negotiations with gatekeepers, lack of response from parents, and delays in receiving signed consent forms from parents were some of the other issues faced which is not uncommon in school-based research (Alibali and Nathan, 2010).

This study adopts an interpretivist perspective, drawing on constructivism as theorised by Gray (2009). Interpretivism provides the overarching perspective, and constructivism informs the analysis of the data collected through observations and interviews. Interpretivism seeks to understand the world through subjective experiences (Aikenhead, 1997), while constructivism asserts that knowledge is socially constructed through interaction. Combining these perspectives enriches the researcher's understanding of the social phenomenon studied (Gray, 2009). The analysis, based on video observations and interviews, applies constructivist principles to interpret the data. Thematic analysis can be used in different types of research to fit the needs of the research (Braun and Clarke, 2006; Kiger and Varpio, 2020). Joffe (2011) believed it works well in constructivist research, as it helps understand how social constructions are formed and looks for deeper themes in the data to understand the multiple perspectives that make up a social construction. Thematic analysis was used to analyse the dance videos as advised by Laurier (2010) who suggested that providing an attentive description of what was happening in the video without drawing premature conclusions is the first stage of video analysis. The goal was to understand what was happening in the dance sessions by closely examining a limited set of instances. The footage was coded to uncover meaningful insights and observations were noted in an observation sheet. A thematic analysis of observation sheet data, video recording data, and observation notes was conducted. The process involved organising and categorising the data by watching each video multiple times, and coding sections of the data into codes. This was done iteratively until all the data was coded. The codes were then reviewed and reorganised into larger categories. Themes were identified based on the activities observed in the recordings and related to the research questions. Finally, a report was written that summarises the findings by describing the themes that emerged from the videos. Thematic data analysis found five key themes relevant to the underlying principle: ‘making friends’, ‘encouraging inclusion’, ‘developing social skills’, ‘providing enjoyment’, and ‘providing opportunity’. Findings support the use of dance for CECN to enhance social inclusion and personal development skills, emphasising the need for further research and integration into education programs. The findings signify the ability of dance to create change in the lives of CECN through action or activity within a specific context, which can be observed at both the local community and individual level.

The utilisation of video observation as a data collection method in school settings posed numerous challenges throughout the research process. Ensuring ethical considerations and respecting participants' autonomy were crucial aspects of informing the study participants. Establishing a rapport and fostering trust with participants, particularly those with disabilities, was imperative for their active engagement in the research process (Johnson et al., 2011). However, obtaining consent from both students and parents proved to be a time and energy-consuming task. A notable challenge emerged from a student expressing concerns about the presence of a video camera, frequently questioning its purpose at the beginning of lessons. While this curiosity gradually waned over a six-month period, the researcher acknowledged the student's right to inquire about the camera's use in the school environment, respecting their autonomy. Similar challenges were encountered when working with another group of students in a different school. Time constraints were a significant hurdle demanding careful coordination of observation schedules, suitable locations, and identification of key individuals to work with. Another complication surfaced as only a few students demonstrated an understanding of the ongoing research process, as evidenced by conversations during dance sessions. This research acknowledges the intricacies of employing video observation in school settings and emphasises the importance of ethical considerations, participant engagement, and establishing trust. Despite the challenges encountered, the study underscores the benefits of participant observation in generating nuanced data which provide opportunities for comparison and interpretation. In conclusion, this research aims to resonate with both international and European audiences, offering insights that go beyond national boundaries and contribute to broader conversations on inclusive education and the transformative power of dance. Regardless of cultural differences, the commonality of issues faced by children worldwide emphasises the need for research to prove effective interventions, bridging cultural differences and addressing their collective needs.

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