Open Access

ARTICLE

Inclusive Dance and Perceived Changes in Emotion Regulation and Self-Evaluation among Adults with Developmental Disabilities

Dongyoon Shin¹, Hyungsik Jo^1,*, Hyunkyun Ahn^2,*
1 Graduate School of Education, Physical Education, Sogang University, Seoul, Republic of Korea
2 Department of Sport & Leisure Studies, Division of Arts & Health Care, Myongji College, Seoul, Republic of Korea
* Corresponding Author: Hyungsik Jo. Email: ; Hyunkyun Ahn. Email:

International Journal of Mental Health Promotion https://doi.org/10.32604/ijmhp.2026.082151

Received 11 March 2026; Accepted 10 June 2026; Published online 07 July 2026

Abstract

Background: Adults with developmental disabilities often face reduced structured participation and weakened social networks after leaving school-based systems. Although previous studies have reported positive outcomes of inclusive dance participation, relatively little is known about how belonging, recognition, and identity-related resources are formed through participation and carried into everyday life. This study examined how adults with developmental disabilities perceived and narrated changes in emotion regulation and self-evaluation through participation in an inclusive dance company, and explored how identity-related processes of recognition, role enactment, and continuity shaped their experiences. Methods: This qualitative embedded case study was conducted within an inclusive dance company in Seoul, South Korea, using in-depth interviews with three adult dancers with developmental disabilities and three primary caregivers. These interviews were supplemented by non-participant observation of practices and performances. Data were analyzed using reflexive thematic analysis, with the Social Identity Approach to Health and the Social Identity Model of Identity Change serving as sensitizing concepts. Results: Participants described rehearsals and performances as recurring recognition scenes in which being addressed as a “dancer” and receiving audience and within-group feedback provided a credible basis for self-definition and self-appraisal. Identity gain strengthened through enacted role responsibilities (e.g., assistant-instructor tasks), and this increased perceived competence but also expectations and evaluative pressure. Identity continuity was supported when performance meanings were carried into home and community settings, often through caregiver-mediated recontextualization. Resources were ambivalent: recognition could intensify evaluative pressure, role responsibilities could concentrate coordination demands, and sustained participation entailed physical and practical costs. Conclusions: Participation in an inclusive dance company may support emotion regulation and self-evaluation among adults with developmental disabilities through socially authorized identity gain and identity continuity that extend into everyday life. However, benefits can turn into a burden as expectations and coordination demands escalate. Programs should create safe visibility and repeated legitimacy, distribute responsibilities, and coordinate participation with caregiving and access to supports.

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Keywords

Inclusive dance; developmental disability; social identity; emotion regulation; self-evaluation; identity gain; identity continuity

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