Developing an Inclusive Dance Guide for Children With Cerebral Palsy: A Co-Design Process and Initial Feasibility Study

Background

Participation in community activities has shown positive outcomes for all children, yet those with cerebral palsy (CP) still experience varying levels of inclusion. This study aimed to address the challenges faced by families of children with CP in accessing community-based dance classes by co-designing a practical guide to support their inclusion.

Design

The guide was developed through a collaborative process involving academic researchers, dance professionals, therapists and families of children with CP. The co-design phase was guided by the International Association for Public Participation (IAP2), workshops were conducted with 11 research partners, including two parents of children with CP, two community dance teachers, two therapists with experience in dance interventions and five academic researchers. Feedback from ‘Dance Teacher Reviewers’ who were not involved in the co-design was also incorporated to support the guide's initial feasibility.

Results

The collaborative efforts resulted in an evidence-based guide shaped by lived experiences. It provides actionable strategies to implement inclusive dance approaches effectively, supporting the inclusion of children with CP in community dance settings.

Conclusion

The co-designed guide represents a significant step toward facilitating inclusive dance classes for children with CP. Future research should explore the guide's effectiveness and feasibility of implementation across various community settings to ensure its broader applicability and impact.

Patient or Public Contribution

Parents of children with CP, dance teachers and therapists actively contributed to all stages of this study, from public consultation to collaborative co-design workshops, decision-making, review and refinement of the guide.