자폐스펙트럼장애(ASD) 학생 대상 무용교육의 체화된 인지 기능

Abstract

This study explores the significance and efficacy of dance education for stu-dents with Autism Spectrum Disorder (ASD) from the perspective of embodied cognition. Embodied cognition posits that human cognitive processes develop through physical experiences and interactions with the environment, providing crucial insights for educating students with ASD. This research is contextualized within the backdrop of the Ministry of Education's 6th Special Education De- velopment Five-Year Plan, highlighting the necessity of transcending the limita- tions of the contemporary education system to embrace education centered around physical experiences. It particularly notes that for students with ASD, learning through physical activities can aid in the development of social interaction and emotional understanding skills. The study applies the fundamental principles of embodied cognition in an educational context, investigating the potential of dance education to meet the educational needs of students with ASD. Dance education focuses on developing students' physical awareness, emotional expression, and so- cial interaction skills, proposing specific strategies to enhance the non-verbal com- munication abilities and emotional understanding of students with ASD. Through the application of embodied cognition theory in dance education, this research aims to deepen the understanding and development of new educational methods that support learning and development by addressing the contemporary challenges of education and meeting the unique needs of students with ASD.