David Eckel

David Eckel – Bio


Edition:

David majored in dance for his Bachelor of Music Theatre, completed a Bachelor of Teaching (Hons.), currently works as a music, drama and dance teacher and watfis to complete a Masters in Creative Arts Therapy. David’s recent research was on dance for the visually impaired in special education and the benefits and strategies used when teaching dance to this population.

Darkness in Motion


Edition: 2002 Vol. 1 No. 2

Keywords
spatial awareness, vision impairment, children, contact improvisation, research, circle work

Educator David Eckel offers an excerpt from a literature review on his research centred on teaching dance for the visually impaired in special education settings. Core methods discussed include: instruction and language, verbal empathy in direction and the use of props, music, space and groups. Challenges in teaching creative dance to the visually impaired are discussed, with creative suggestions drawing on the special education field, dance therapy approaches and contact improvisation. (pp 22-24)

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Movement Assessment for Children with Special Needs


Edition: 2003 Vol. 2 No. 4

Keywords
Special education, research, Espenak Movement Diagnosis Tests, LMA, KMP

This paper applies traditional dance therapy assessment tools to settings other than clinical psychology. Three assessment tools were evaluated for their suitability in the special education setting: Laban Movement Analysis (LMA), Espenak Movement Diagnosis Tests and The Kestenberg Movement Profile (KMP). Results conservatively suggested the application of Espenak Movement Diagnosis Tests and LMA and more confidently the KMP tool to assess children in a special education setting. The article concludes with a discussion on the benefits of movement assessment and further research within the field. (pp 17-22)

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Out of the Darkness into Light


Edition: 2002 Vol. 1 No. 3

Keywords
Sensory impairment, Special education, Vision impaired children, Dance exercises for blind children

In a succession of articles on visual impairment (see also Moving On Vol. 1, No. 2), this article features findings from research on teaching dance to the visually impaired in special education. The data was obtained from children either partially sighted or vision impaired using interviews and focus groups. This research contributes to various ways of adapting dance in special education and dance movement therapy, especially for visually impaired children. (pp 15-18)

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