Moving toward inclusion: a systematic review of dance as an educational intervention for learners with visual impairments

Numerous research efforts examine dance as a modality for intervention to accommodate the unique needs of individuals with visual impairments. This investigation aimed to review scholarly articles concerning the efficacy of instructional dance for learners with visual impairments, emphasizing its influence on sensory-motor, social, and communication skills, alongside its indirect effects on mitigating visual impairments. The study further identified inconsistencies and recommendations emphasized in prior research. Employing a systematic review of the literature, 40 peer-reviewed articles were screened and analyzed. The results demonstrated that dance interventions foster an active lifestyle, enhance sensory-motor capabilities, and establish a secure and supportive learning environment. Nevertheless, the research also indicated an ambiguous correlation between dance and direct amelioration of visual impairments. Although dance interventions contribute to the physical, emotional, and social well-being of learners with visual impairments, they do not directly address the impairment itself. Instead, these investigations primarily explore dance as a means of inclusion, ensuring that learners are not marginalized from societal activities. The review concludes that instructional dance functions as an effective inclusive educational tool that promotes holistic development, empowerment, and social participation among learners with visual impairments, despite its lack of direct impact on vision.