Abstract
There is a lack of innovative strategies to support the academic achievement of learners with mild intellectual disabilities (MID). The incorporation of innovative educational interventions and strategies can assist with overcoming the problems related to the abilities of learners with subdued mental capacities (Al Hazmi & Ahmad, 2018). Wahl (2017) says that support in the form of inclusive teaching strategies, identification, support, and inclusion of learners who experience barriers to learning should be provided by the Department of Education with an emphasis on innovative teaching strategies. The purpose of this qualitative study was to generate specific knowledge about the effects of Bollywood dancing on the academic achievement of learners with MID. This study is intended to serve as an informative opportunity to gain insight on whether Bollywood dancing can be linked to academic improvement, as well as the teaching and learning of learners with MID. For this purpose, the experiences of 31 participants from diverse religious and cultural backgrounds belonging to a special school in Johannesburg South was explored. The researcher conducted weekly dance classes over three months. The researcher observed the participants during the dance classes using an observation checklist. The participants were then split up and interviewed in four different focus groups. The researcher chose to use a thematic analysis approach to analyse the data. Nine main themes emerged from the data analysis namely: academic improvement, increased concentration and attention span, improved schoolwork, improved self-concept/confidence, modified behaviour, fine motor skill development, physical fitness, metacognition and acquiring dance as a new skill. The findings consistently show that Bollywood dancing can be used as an effective tool to improve the academic outcomes of learners with MID.
Keywords: Mild intellectual disabilities; academic achievement; Bollywood dancing; fine motor skills; co-curricular interventions.