Neurodiversity in Irish dance- perspectives of Irish dance teachers (survey)

Despite widespread advocacy for dance inclusivity, research on teacher perspectives in formalized dance settings is limited. This study explored Irish dancing (ID) teachers’ knowledge, experiences, and attitudes regarding neuroinclusivity in mainstream classes. A convergent mixed-methods design utilized an online questionnaire (n=111) and focus groups/interviews (n=14) with international ID teachers. Quantitative data were analyzed descriptively, and qualitative data via reflexive thematic analysis. Findings indicate that teachers strongly favor inclusive environments, noting benefits for all dancers. However, they identified significant environmental and personal barriers in class and competition ("feis") settings. Teachers intuitively employ strategies which embody principles of Universal Design for Learning, and value parental communication. Peers are key facilitators in creating inclusive ID environments. However, many teachers feel overwhelmed and underprepared to confidently support all neurodivergent students. Findings highlight a gap between positive attitudes and practical readiness, suggesting a need for formal training and resources to support neurodivergent dancers in ID. ID governing bodies must lead on the development of appropriate and accessible resources, informed by teacher, dancer and parent perspectives, particularly those of the neurodivergent community. This file contains the responses from the quantitative survey.尽管舞蹈包容性的倡导已在全球范围内广泛传播，但针对正规化舞蹈场景中教师视角的相关研究仍较为匮乏。本研究围绕主流课堂的神经包容性（neuroinclusivity）议题，探究爱尔兰舞（Irish Dancing, ID）教师的相关认知、实践经验与态度。 本研究采用收敛性混合研究设计，面向国际爱尔兰舞教师开展线上问卷调研（有效样本量n=111）与焦点小组/访谈（n=14）。定量数据采用描述性统计分析，定性数据则通过反思性主题分析进行编码与解读。 研究结果显示，教师普遍认同包容性教学环境的重要性，并指出此举对所有舞者均有益处。但他们也坦言，在课堂与赛事（feis，爱尔兰舞官方赛事）场景中，仍面临诸多显著的环境与个人层面障碍。教师会本能地运用契合通用学习设计（Universal Design for Learning, UDL）原则的教学策略，且重视与学生家长的沟通协作。同伴群体是构建包容性爱尔兰舞教学环境的关键助力，但多数教师坦言自身不堪重负且准备不足，难以从容支持所有神经多样性学生。 研究结果凸显出教师积极态度与实际准备程度之间的落差，表明爱尔兰舞领域亟需针对性的正规培训与支持资源，以助力神经多样性舞者。爱尔兰舞管理机构应牵头开发适配且易于获取的支持资源，且需充分吸纳教师、舞者与家长——尤其是神经多样性群体的视角。 本文件包含本次定量问卷调研的全部应答数据。