Dance & Movement Therapist – Autism Residential & Learning Centre 

Position: Dance & Movement Therapist 
Department: Vocational Department 
Location: Residential Centre for People with Autism 
Employment Type: Full-time 
Reports to: Vocational Lead 
Works closely with: Special Educators, Occupational Therapists, Speech & Language Therapists, Psychologists, Vocational Trainers, Residential Care Team and Families 

About the Role 

The Dance & Movement Therapist will use movement, rhythm, music, body awareness, creative expression and relational movement as therapeutic and developmental tools to support the physical, emotional, sensory, social and communicative development of people with autism. 

The role goes beyond teaching dance or movement routines. The therapist will create opportunities for individuals to experience, explore and communicate through their bodies, while developing greater body awareness, self-regulation, confidence, relational connection and participation. 

The therapist will work within a person-centred, strengths-based and neuro-affirmative approach, recognising that movement and communication may look different for every individual. 

The role will be integrated into the wider residential and vocational programme, allowing movement-based therapeutic approaches to become part of everyday life rather than remaining confined to a therapy room. 

Key Objectives of the Role 

The Dance & Movement Therapist will: 

• Support emotional and sensory regulation through movement. 

• Develop body awareness, coordination, balance and motor planning. 

• Create opportunities for non-verbal and alternative forms of communication. 

• Facilitate self-expression, creativity and emotional exploration. 

• Support social interaction, turn-taking, imitation and shared attention. 

• Build confidence, agency and a positive relationship with one’s body. 

• Use rhythm and predictable movement structures to support participation and regulation. 

• Help individuals develop greater awareness of their relationship with people, objects and their surrounding environment. 

• Encourage participation rather than focusing exclusively on performance or outcomes. 

• Integrate movement into vocational, recreational, community and residential activities wherever appropriate. 

Key Responsibilities 

A. Individual Dance & Movement Therapy 

• Conduct an initial movement-based assessment of each participant. 

• Observe movement patterns, body awareness, sensory responses, posture, coordination and interaction. 

• Develop individualised movement therapy goals in collaboration with the multidisciplinary team. 

• Conduct individual sessions based on the person’s needs, preferences and communication style. 

• Adapt sessions according to sensory tolerance, mood, energy levels and current emotional state. 

• Use improvisation, mirroring, rhythm, repetition, movement games and structured movement sequences appropriately. 

• Provide opportunities for participants to initiate movement rather than always following adult-directed instructions. 

• Support participants to develop awareness of their own choices, preferences and bodily signals. 

B. Group Movement Sessions 

Plan and facilitate small and large group sessions that encourage: 

• Shared movement experiences. 

• Social connection and participation. 

• Imitation and turn-taking. 

• Rhythm and synchronisation. 

• Group awareness. 

• Cooperative movement. 

• Creative expression. 

• Joy and play. 

• Emotional regulation. 

Group sessions may include movement circles, rhythm activities, creative dance, movement stories, mirroring exercises, body percussion, music and movement, relaxation and free movement. 

C. Sensory & Emotional Regulation 

Use movement as a tool to support individuals who may experience: 

• Sensory overload or under-responsivity. 

• Difficulty with transitions. 

• Anxiety or emotional distress. 

• Difficulty maintaining an appropriate level of arousal. 

• Difficulty communicating emotional states. 

• Need for predictable rhythmic experiences. 

The therapist should develop movement-based strategies that can also be used by residential staff and educators during everyday routines. 

D. Integration with the Residential Programme 

The therapist will work beyond scheduled therapy sessions and identify opportunities for movement within the wider residential environment. 

This may include: 

• Morning movement and body-awareness routines. 

• Movement during transitions. 

• Outdoor movement activities. 

• Nature-based movement experiences. 

• Movement integrated into vocational activities. 

• Rhythm and movement during community activities. 

• Relaxation and grounding before or after demanding activities. 

• Movement-based evening routines where appropriate. 

The aim is to create an environment in which movement becomes a natural part of living, learning and relating, rather than a separate clinical activity. 

Integration with Vocational Learning 

The therapist will collaborate with vocational trainers to explore the relationship between body, movement, rhythm and meaningful work. 

Movement-based interventions may support: 

• Body positioning during work. 

• Bilateral coordination. 

• Motor planning. 

• Repetitive work patterns. 

• Pacing and rhythm. 

• Endurance. 

• Safe movement practices. 

• Awareness of physical effort and fatigue. 

• Transition between different vocational activities. 

The therapist may work alongside programmes such as farming, horticulture, animal care, weaving, craft, kitchen activities and other vocational departments to observe and support functional movement. 

Individualised Planning & IEP Contribution 

The therapist will contribute to each participant’s Individualised Education/Development Plan (IEP) by: 

• Identifying movement-related strengths and challenges. 

• Developing measurable and meaningful movement goals. 

• Documenting participation and responses. 

• Identifying preferred movement forms and sensory preferences. 

• Contributing observations to multidisciplinary reviews. 

• Recommending movement-based strategies for educators, caregivers and residential staff. 

• Reviewing goals periodically and adapting interventions based on observation and progress. 

Importantly, assessment should consider quality of participation, engagement, agency and experience, rather than focusing only on performance or compliance. 

Observation & Documentation 

Maintain appropriate records including: 

• Initial assessment. 

• Individual therapy plans. 

• Session notes. 

• Behavioural and sensory observations. 

• Movement observations. 

• Individual progress records. 

• Group-session observations. 

• IEP contributions. 

• Review reports. 

• Family communication where appropriate. 

Multidisciplinary Collaboration 

Work closely with: 

• Special Educators. 

• Occupational Therapists. 

• Speech & Language Therapists. 

• Psychologists. 

• Physiotherapists, where applicable. 

• Vocational Trainers. 

• Residential Caregivers. 

• Programme Managers. 

• Families and caregivers. 

The therapist should participate in multidisciplinary meetings and contribute movement-based observations to the overall understanding of each individual. 

Family Engagement 

Where appropriate, the therapist will: 

• Explain the purpose and benefits of dance and movement therapy to families. 

• Share observations and strategies that may be useful at home. 

• Encourage families to use enjoyable movement experiences as opportunities for connection. 

• Conduct family-oriented movement activities or workshops when appropriate. 

Training & Capacity Building 

The therapist will support the wider team by conducting practical sessions on: 

• Understanding movement as communication. 

• Recognising sensory and emotional cues. 

• Movement-based regulation strategies. 

• Safe and respectful physical interaction. 

• Using rhythm and movement during transitions. 

• Encouraging bodily autonomy and choice. 

• Creating movement opportunities within everyday activities. 

Approach & Philosophy 

The therapist is expected to work from the following principles: 

Person-centred 

The individual, rather than the intervention protocol, remains at the centre of the work. 

Strengths-based 

Focus on abilities, interests, preferences and possibilities rather than deficits. 

Neuro-affirmative 

Respect different ways of moving, communicating, regulating and experiencing the world. 

Relationship-based 

Movement is used to build connection and shared experience. 

Choice and agency 

Individuals should be encouraged to initiate, refuse, modify and choose movement wherever possible. 

Process-oriented 

The value of the session lies not only in what is achieved but in how the person experiences and participates in the process. 

Environment-sensitive 

Movement should be understood in relation to the person’s physical, social and sensory environment. 

Creative and playful 

Dance and movement should provide opportunities for curiosity, exploration, spontaneity and joy. 

Qualifications & Experience 

Essential 

• Master’s degree / postgraduate qualification in Dance Movement Therapy, Movement Psychotherapy, Creative Arts Therapy or a closely related recognised field. 

• Relevant professional training in working with people with autism and/or developmental disabilities. 

• Experience of working with children, adolescents and/or adults with autism, intellectual disabilities or other developmental needs. 

• Understanding of sensory processing, communication differences and neurodiversity. 

• Strong observation and documentation skills. 

• Ability to work collaboratively within a multidisciplinary team. 

Desirable 

• Experience in a residential or community-based setting. 

• Experience with adults with autism. 

• Experience in group facilitation. 

• Training in trauma-informed practice. 

• Experience integrating movement with music, drama, visual arts or other creative practices. 

• Experience in nature-based or outdoor therapeutic programmes. 

• Experience contributing to IEPs or multidisciplinary assessment. 

• Basic understanding of occupational therapy, special education or developmental psychology. 

Personal Attributes 

The ideal candidate should be: 

• Patient and observant. 

• Warm, emotionally attuned and empathetic. 

• Comfortable with silence and non-verbal communication. 

• Creative and curious. 

• Flexible and responsive rather than overly protocol-driven. 

• Respectful of individual boundaries and bodily autonomy. 

• Comfortable working in a residential environment. 

• Able to work collaboratively with people from different professional backgrounds. 

• Comfortable engaging in outdoor and vocational environments. 

• Reflective about their own practice. 

• Able to see movement as a form of communication, relationship and meaning-making, not merely physical exercise. 

Key Performance Indicators 

Success in this role should not be measured only through the number of sessions delivered. 

Possible indicators include: 

• Quality and consistency of participant engagement. 

• Increased opportunities for self-expression. 

• Development of body awareness. 

• Improved participation in shared activities. 

• Increased ability to initiate or communicate through movement. 

• Development of regulation strategies. 

• Increased confidence and agency. 

• Meaningful participation in group activities. 

• Integration of movement strategies across residential and vocational settings. 

• Quality of multidisciplinary collaboration. 

• Contribution to individualised plans and documentation. 

• Feedback from participants, families and the wider team. 

A Key Principle for the Role 

The objective is not to make every person move in the same way. 

The objective is to create a space where each person can discover: 

“How does my body move?” 
“What does my body communicate?” 
“What movement feels good and meaningful to me?” 
“How can I connect with another person through movement?” 
“How can movement help me participate in the world around me?” 

The Dance & Movement Therapist therefore becomes not simply a provider of therapy, but a facilitator of embodied communication, relationship, agency, participation and belonging within the residential community.