AllPlay Move: Dance
for Teachers & Studios
About the Program
Welcome to AllPlay Move: Dance for Dance Teachers. These resources will help you learn how to be an inclusive teacher so that all children and young people can dance, regardless of ability. You can find tips and strategies on how to modify your program and approach to teaching to fit the children and young people you work with. There are many simple changes that teachers can make to enable inclusion which will greatly improve the experience for all children, their families and the whole community. There are also suggestions about how you can make adjustments to your school policies and environment.
What is an inclusive Dance teacher?
Inclusive teachers provide all community members equal access and opportunities to be involved, removing barriers to participation and valuing all individuals so everyone can lead full lives. Providing genuine opportunities for ongoing inclusion is important. Some children may join a class for a term or a year but then begin to notice that they are not progressing at the same pace as their peers and drop out. To enable genuine inclusion dance schools need to welcome a diverse range of students so a child with disabilities doesn’t feel that they are the only one needing extra help.
Children with disabilities and developmental challenges might include those who have limitations in mobility (such as difficulty or inability to walk), the way they think or behave (e.g. intellectual disabilities, autism spectrum disorder, behavioural/emotional disorders), and sensory difficulties (e.g. vision/hearing). Some disabilities will be visible, for example, if a child uses a wheelchair, and some will not be obvious.
The Basics of Inclusion
Step 1: Find out about the children you teach
Finding out about the children you teach, and why they want to dance is an important first step.
The AllPlay About Me Medical form can also be completed by the child’s parents and doctor before classes begin. This will help you understand any adaptations that might be needed to create a safe environment and inclusive learning approach for all children in the dance class.
It may be that some parents do not wish to disclose that their child has a disability.
This is fine.
If you notice a child is having some challenges, you can discuss this with their parents.
Communicate what you have observed with sensitivity, focusing on the child’s strengths as well as challenges. Seek the parents’ advice and guidance about the best way to assist and encourage their child. You can also ask the child about the best way to enable them to participate in various activities.
Step 2: Learn the Basics
Read about the basics of inclusion including the TREE teaching/coaching approach.
What is the TREE approach?
The TREE approach helps teachers think about their communication style and how to modify an activity to meet the individual needs of a child.
Dance teachers need to find out the best ways to communicate and adapt their teaching style to the strengths and interests of each child
Consider whether you teach through visual or verbal cues.
Use a questioning approach rather than an instructive approach.
Pair children up to work together.
Use older or more skilful children to mentor others.
Dance teachers may need to adapt some of the rules to make it easier for children with disabilities to participate in dance.
Modify the number of children that you might group together in an activity.
Adopt a more flexible approach to regulations e.g codes of dress
Strict approaches to the dance technique may need to be modified so all children can perform the dance movements.
Provide props such as scarves, stretchy bands, rhythm instruments, lightweight balls, and textured fabric to enhance the quality and rhythm of the movement through sensory stimuli.
Deaf and hard of hearing children may benefit from a sound system with sub-woofers so they can feel the vibration of bass tones.
The use of furniture cubes/chairs in the dance lessons may also assist the inclusion of children with disabilities. For example, if a child has difficulty standing, dance exercises can be adapted so they can be performed while seated on a furniture cube or chair.
The environment of the dance studio can be adapted in various way to assist children to participate fully in dance.
Set up ‘home-base spaces’ to give structure to class. Giving each student a specific location in the dance space creates structure and provides a sense of security.
Deaf children may benefit from being positioned in the centre of the class. This means they can always see and follow other dancers as they move around.
Some children with low vision may benefit from boundaries marked with strings at waist height or the brightly coloured tape on the floor to indicate the movement pathways.
Reduce the length of activities so children for children who may tire easily
Have space to move for children who use wheelchairs or mobility aids
Remember, if you are unsure how to modify an activity, consider asking the children, or their parents/carers, what modifications could be made so they can fully participate.
Step 3: Learn about the different types of disabilities
You can learn about specific types of disabilities and how to get the most out of the children in your classes by adapting your program and teaching style.
Click on one of the disabilities below to find out more.
What is anxiety?
Who has anxiety?
What might be some challenges in the dance class?
- Worried and scared kids usually try and avoid the thing that scares them. This could mean that they avoid or don’t participate in dance classes. They may look nervous or restless, or they may keep to themselves and avoid some activities or people.
- Some kids who are really scared might have a ‘meltdown’ and cry and get very upset. If they are really worried or scared, they may even stop coming to dance class. Avoiding important activities can result in fewer opportunities to make friends, keep fit and ultimately connect with other kids and the community. Helping kids to overcome their worries can help keep them be engaged and set them on a great life path.
What is Attention Deficit Hyperactivity Disorder (ADHD)?
Kids with ADHD often experience challenges with attention and concentration. They may have difficulty maintaining their attention when doing tasks or playing. It can seem like their mind is elsewhere; it may appear that they don’t listen to instructions, or they may get easily distracted part way through a task. Kids with ADHD may show reduced attention to detail, appearing to make careless mistakes. They can be forgetful and have difficulty getting things organised, like getting things ready for a dance class.
Kids with ADHD can also be hyperactive and impulsive. They may fidget, appear restless, run or climb in situations where it is inappropriate or unsafe. They may talk a lot, interrupt others, and find it challenging to wait their turn or play quietly. They can be highly active. This can make group work challenging and can impact a kid’s communication and social interaction with others. Dance can help them to regulate their actions and they can also become great dancers!
What might be some challenges in the dance class?
- Kids with ADHD may sometimes look like they are ‘daydreaming’. It may appear that they are not interested in the activity and they may not respond straight away when their name is called.
- They may get distracted part way through an activity, needing instructions to be repeated so they know what to do.
- Attention challenges can make it harder to learn new information.
- Kids with ADHD who have challenges controlling their behaviour (e.g., they are hyperactive or impulsive) may be very active. They may jump into activities without all the instructions being explained, and they may be loud and very energetic. Being active and energetic can be great for dancing!
What is Autism Spectrum Disorder?
Children with ASD may like things to be done in a particular way or order, they may have a favourite activity that they are happy to do over and over again, and they may find it harder to switch between tasks quickly or without much warning.
Some kids with ASD may find loud noises or particular sounds or textures uncomfortable. As every child is different, it is important that the teacher gets to know each child’s likes and dislikes, to be able to make dance as inclusive as possible for all kids.
What might be some challenges in the dance class?
- A child with ASD might stand too close, talk too loud, or say things that don’t seem to fit.
- They might have difficulties expressing themselves or understanding what things said to them mean.
- They might find it harder to know when or how to join in activities with other kids, which means they may choose to keep to themselves if they’re not shown how to join in or play within a group. Some children may not like making eye contact.
- They might find it harder to understand instructions. They may find it harder to move between tasks, or they may become upset if plans are changed without warning.
What does 'Legally Blind' and 'Low Vision' mean?
A child is considered ‘legally blind’ if they cannot see beyond six metres where someone with full 20/20 vision can see up to 60 metres. They are also considered ‘legally blind’ if their visual field is less than 20 degrees in diameter (versus 140 degrees for a person with normal vision).
A child with ‘low vision’ has permanent vision loss that cannot be corrected with glasses, affecting their ability to complete everyday tasks. Children with a vision impairment often have a degree of vision. As a teacher, it is important to know about the type and severity of vision impairment a child has. This will allow you to develop ideas about ways to make activities safe, fun, and as inclusive as possible.
What might be some challenges in the dance class?
- A child who is blind or has low vision will face challenges knowing where other people are in the class.
- They may have challenges learning new movements as they have to rely on verbal instructions or hands-on assistance.
What is Cerebral Palsy?
Cerebral palsy describes a group of disorders that affects the way a person moves. Cerebral palsy occurs when there is damage to the brain when it is developing, and it affects a child’s ability to control their muscles. It is the most common form of physical disability in childhood. A child with cerebral palsy may face challenges with muscle weakness, stiffness, slowness and/or shakiness of movement. Balance, coordination and walking can be challenging.
Every child with cerebral palsy will show different strengths and challenges. For example, some kids may only have limitations with motor control on one side of their body, while others will have challenges controlling both sides. If muscles in the face, mouth, and throat are impacted by cerebral palsy, kids can experience challenges with talking, eating and drinking. They may find speech challenging, which means they might have different ways of communicating through augmentative alternative communication (AAC; e.g. using computer technology, speech generating devices, iPads or pictures).
Kids with cerebral palsy may have challenges across other areas, for example, they may have hearing or vision difficulties. Children may have difficulties with their vision and it may impact their ability to see things clearly, their eye movements may be slow or less controlled, and they may not pick up moving objects as quickly as other children. Some kids with cerebral palsy may have intellectual disability or learning disorders, which impact the way they think, learn and understand. Some kids may have spasms where their arm/leg/hand might suddenly ”fly” in a direction or in response to a startle. It is important to get to know each child with cerebral palsy, so you know how best to include them in dance.
About 1/3 of kids with cerebral palsy also have epilepsy, which means that they have re-occurring seizures. Just like cerebral palsy, epilepsy includes many different types and it affects people in different ways. For some kids, a seizure will mean that they stare blankly or look as if they are daydreaming for a period of time; for other kids, a seizure may involve stiffness or jerking movements. Some kids will benefit from medication, which means that seizures may be rare. Parents know their children best – if a child in your class has epilepsy, ask the parents about how you can recognise a seizure and what to do if this happens in class. The About Me medical summary can be completed by parents and the child’s doctor to ensure you are aware of any medical problems and what you need to do to ensure the child is safely included in your dance class.
What might be some challenges in the dance class?
- Kids with cerebral palsy will differ in how much their movement is impacted. Some kids will walk independently, while other kids will use mobility aids (e.g. a walking frame or a wheelchair).
- Coordination of movement for an activity like dance may be very challenging for some kids.
- Kids with cerebral palsy who have challenges with talking may have different ways of communicating, such as by using computer technology (e.g. iPads), pictures or gestures.
Quick tips
Each child with cerebral palsy will show different areas of strengths and challenges. The most common area of challenge involves motor skills and mobility. See the Dance Teacher Resources for Mobility and Motor. Kids with cerebral palsy may also have challenges in the areas of Hearing, Vision, Cognition, Communication, Attention, Learning and Memory, and Behaviour. See the Dance Teacher Resources for these areas.
Things to consider
Sometimes people may assume that kids with physical disabilities have difficulties with thinking and understanding. This is often not the case. Similarly, just because a child faces challenges with talking or communicating does not mean they are not smart or that they have difficulties with thinking or learning. As a teacher, learning how to communicate most effectively with a child with talking or communication challenges is important so that they have every opportunity to participate and have fun. Teachers should speak with the child’s parents or guardians if they are unsure about how much they say is being understood. Giving time is key. When using a communication device kids need thinking time, processing time, typing time and so on.
What does deaf and hard of hearing mean?
‘Deaf’ (capitalised D) is used to describe individuals who use Australian Sign Language (Auslan) to communicate, and who identify as members of the signing Deaf community. Deaf people often do not consider themselves as ‘hearing impaired’. The Deaf community is more like a different ethnic group, with its own language and culture. Deaf people often interact with both Deaf and hearing communities.
In contrast to Deaf, the term ‘deaf’ (lower case d) is used to describe both the physical condition of not hearing, as well as people who are physically deaf but do not identify as members of the signing Deaf community (i.e. they do not communicate using Auslan).
‘Hard of hearing’ is used to describe individuals who have acquired a hearing loss in late childhood or adulthood, or who have a mild or moderate hearing loss. People who are hard of hearing typically use spoken language, lip-reading, and residual hearing (possibly with use of a hearing aid) to communicate. ‘Hearing impaired’ is also often used in Australia to describe people who are hard of hearing, but this is generally not the preferred term.
Using the wrong word to describe a person’s hearing can be offensive, so it is important to ask the child or their parent which group they identify with.
What might be some challenges in the dance class?
Kids who identify as Deaf, deaf, or hard of hearing may have different ways of communicating. In the dance class, these kids may not be able to hear spoken instructions well.
What might be some challenges in the dance class?
- Younger children with DCD may find it more challenging learning and performing dance movements.
- As children with DCD get older, they often become more aware of their motor challenges, and can lose confidence in their movement abilities. They may withdraw and stop learning to dance.
What is intellectual disability?
Kids with intellectual disability have challenges with thinking skills, such as reasoning, problem solving, planning, and judgement (e.g. understanding and predicting risks). They can also have difficulties with academic and everyday skills (e.g. reading, writing, telling the time, doing maths, and handling money). They may find it harder to learn, which means they need additional time and support to learn new skills.
Kids with intellectual disability often experience communication and social challenges. They may appear to be socially immature for their age, they are likely to be more easily overwhelmed when given instructions with multiple steps, and they may find it challenging to understand body language (e.g. facial expression, gestures). Kids with intellectual disability can find it more challenging to regulate and control their emotions and behaviour. They may tire easily. A number of kids may also have challenges with emotions and behaviour such as anxiety (worry and fearfulness), sadness and irritability (doesn’t want to try and participate) and attention problems such as being restless, over-active, distractible, disorganised and experience difficulties with concentrating.
What might be some challenges in the dance class?
- Children with intellectual disability can experience some challenges with how quickly they can think and their ability to understand. They could misunderstand instructions if they are given a lot of information at once.
- Kids may take longer to learn new skills. They are likely to benefit from clearly structured sessions with consistent routines.
- They can be very social and friendly, and like talking and spending time with other people. However, sometimes, they might stand too close or be overfamiliar with people. It can be helpful to be clear about what is and isn’t appropriate when talking and interacting with others.
What is physical disability?
Physical disability is a broad term that can include any condition that has a lifelong impact on a person’s ability to move or control their body movements. Physical disability may impact a child’s ability to complete everyday tasks independently and participate in activities.
There are many different types and causes of physical disability. Physical disability can include things like paralysis (e.g. inability to move one or more limbs), problems with muscle tone, reduced balance or steadiness, reduced gross motor control (e.g. challenges with walking, running), and reduced fine motor control (e.g. challenges with writing, doing up shoe laces). Common causes of physical disability include acquired brain injury (e.g. after a stroke), spinal cord injury, cerebral palsy, spina bifida, loss of limbs and muscular dystrophy.
What might be some challenges in the dance class?
- Kids with physical disability will differ in the type and severity of their movement challenges. Some kids might walk independently but have challenges with balance and coordination, making it difficult to complete multiple movements at once.
- They may be slower to complete tasks that involve physical activity, and they may need extra time and practice to learn new skills.
- Some kids with a physical disability will use mobility aids, such as ankle or leg supports, crutches, walking frames, or wheelchairs.
- Some days will differ to others for kids, for example, on some days there might be more spasms than other days.
Things to consider
Sometimes people may assume that kids with physical disabilities have difficulties with thinking and understanding. This is often not the case. Teachers should speak with the child’s parents or guardians if they are unsure about how much they say is being understood.
Strategies for different types of disability in a dance environment
You can learn about specific types of disabilities and how to get the most out of the children in your classes by adapting your program and teaching style.
What is attention?
Attention describes many skills, including being able to concentrate for a long time, being able to stay focussed on one task without being distracted, being able to divide your attention between multiple tasks (e.g., listening while completing an activity), and being able to switch your attention between different ideas (e.g., shifting your thinking to a new task or activity easily).
Many children with disabilities or developmental disorders may have challenges with attention. This includes children with intellectual disability, attention deficit hyperactivity disorder, and autism spectrum disorder.
Each child is unique, and the type of challenges they have with attention will vary. For example, some kids may be able to concentrate on a single activity for a long time, but may have difficulty dividing their attention between two tasks. Another child may have difficulty concentrating for a long time and require frequent breaks or change of activities to keep them interested.
It is important that dance teachers think about the way they plan activities and communicate instructions to support participation.
What might be some challenges in the dance class?
- Kids who have difficulty concentrating or paying attention may not hear instructions properly, which could appear as if they are misbehaving because they don’t know what is expected of them.
- They may only be able to hold onto a small amount of information in their mind at once (e.g. 1-2 instructions), before they are overwhelmed. This means that if multiple instructions are given at one time, they may miss some of the information and will not know what to do.
- Some kids may have difficulty dividing their attention between two tasks, such as listening to instructions while doing an activity. They may not hear instructions if they are focussing on practising a task.
- Kids may sometimes look like they are ‘daydreaming’. It may appear that they are not interested in the activity and they may not respond straight away when their name is called.
What is behaviour?
Sometimes children may behave in ways that could place the child or others at risk of harm or danger. This could involve physical actions (e.g., pushing another child, damaging equipment), the way that a child interacts with others (e.g., shouting, saying unkind things), or difficulty engaging a child in dance activities (e.g., not listening to the teacher or following instructions, children running away).
Behaviour always serves a purpose. It is a means of communicating what someone is feeling, a need or a want that is not being met. Things that might increase the likelihood of these behaviours include communication, social and cognitive challenges, and feeling anxious or scared.
What might be some challenges in the dance class?
- In the dance class, behaviour might include rough physical contact (e.g., pushing, hitting, or heavily bumping others), running away and/or not listening to the teacher, or verbal aggression (e.g., yelling or shouting at others).
- Some kids may show behaviour that impacts the dance class, such as loud, disruptive, and/or hyperactive behaviour.
Behavioural concerns are often a sign of a different underlying area of challenge, such as understanding instructions, paying attention, or regulating emotions. See the tips for Cognition, Communication, Attention, and Anxiety for more information about these areas. It is important to speak to a parent if you have behaviour concerns – they know their child best and may be able to help understand triggers for the behaviour of concern and what strategies work. See the ‘How to’ page for tips on how to tell a parent you have a concern about their child’s behaviour.
What is cognition?
Cognition is another word for thinking or understanding. It includes skills like speed of thinking, attention, reasoning, and problem solving. Some kids might need simplified information, and they may take longer to understand, think and respond.
Children with disabilities or developmental disorders may face challenges with some types of cognitive skills. These will vary depending on the child. Children with intellectual disability will experience some challenges with how quickly they can think and their ability to understand.
Children with other developmental disorders like autism spectrum disorder or attention-deficit/hyperactivity disorder may have strengths in some areas of their thinking skills (such as understanding visual information) and challenges in other areas (like taking additional time to process information or having difficulty concentrating for longer periods). Each child is unique and will need a tailored approach to learning.
What might be some challenges in the dance class?
- Children may appear to do a movement incorrectly because they have not understood what they are meant to do.
- They may become tired quickly from having to use their attention when trying to watch and copy what others are doing.
- As new tasks are harder for them to understand or learn, they may become frustrated – it may look like they are misbehaving when what they are really showing is that they have not understood the instructions or feel frustrated because they are finding it hard.
What is communication?
‘Communication’ is a broad term that includes many skills, such as talking, understanding what other people say, and body language. Body language includes using and understanding gestures (e.g., pointing, waving hello, nodding your head to mean “yes”, shaking your head to mean “no”), using eye contact, and showing how you feel by using different facial expressions.
Many children can face challenges with communication. These will vary and be unique to the child. Some may have challenges using and understanding spoken language (i.e., talking), others may have more difficulty using and understanding visual parts of communication (e.g. gestures, eye contact). Some children may use other ways to communicate if they can’t speak, such as sign language, gestures, picture cards or iPads.
A child’s ability to understand spoken language may differ from their ability to use spoken language. For example, a child might be able talk and express themselves clearly, but they may find it harder to understand instructions, especially if they are complex or lengthy.
What might be some challenges in the dance class?
- If a child has difficulty understanding spoken language, they may misunderstand instructions if they are lengthy or complex, which could make it look like they are not following the rules.
- Having difficulty communicating can be very frustrating. If a child does not feel understood, they may appear angry or they may withdraw from an activity.
- Talking and communication challenges can make social interaction more challenging.
Things to consider
Just because a child faces challenges with talking or communicating does not mean that they are not smart or that they have difficulties with thinking or learning. As a teacher, learning how to communicate most effectively with a child is important so that everyone has the same opportunities to participate and have fun.
What is endurance?
Endurance describes how long a child can keep going with an activity before they become tired and need a break. Many different physical and health conditions can reduce a child’s level of endurance. For example, a child with a chronic health condition like asthma or heart disease, may tire easily. As would a child with a physical disability like cerebral palsy. Some medications can also make kids feel tired quickly.
What might be some challenges in the dance class?
Kids with reduced endurance will tire or run out of breath more quickly than other kids. It may look like they are lazy or unfit, when really they are physically working harder than most other kids.
It’s important to note that kids with chronic health conditions (e.g. asthma) and physical disability (e.g. motor and coordination challenges) work harder in the dance class to do physical activities.
What is learning and memory?
Learning and memory describe the ability to take in, process, store, and recall information. This may be information that we have heard (e.g., spoken instructions) or seen (e.g., being shown the location of items). Learning and remembering information rely on many different skills. First, we need to take in the new information. This relies on sensory processes (e.g., hearing, seeing, touching) and cognitive processes (e.g., paying attention, concentrating, processing information quickly, and storing information in an organised way). Once information is learned, we also need to be able to get that knowledge from memory stores.
Learning can also be for movements or actions, like learning how to do a dance movement. Learning new motor skills (‘procedural learning’) is thought to be developed through experience, with the process of learning controlled by different parts of the brain compared to when we learn new information about things we see or hear. This means that kids who have challenges learning new verbal information may not have any additional challenges learning motor skills. Some kids with motor conditions (e.g., challenges controlling or planning body movements, knowing where their body is in space, and/or being able to monitor and change body movements) may find learning motor skills more challenging, meaning they may need more practice or the activity modified.
Who has challenges with learning and memory?
It is common for kids to differ in the way they learn information. Some kids are very good at learning verbal information, which means that may only need to be told something once for them to recall it. Other kids may be better at learning and recalling things they have seen.
There are many things that can impact learning and memory. Some children with disabilities or developmental disabilities find learning and memory challenging. Kids with attention deficit hyperactivity disorder can find it challenging to pay attention and concentrate for a long time. This makes it hard for them to take in and process information, making learning more challenging.
Kids with intellectual disability often require information to be simplified and repeated to support their learning as much as possible.
Children with other developmental challenges like autism spectrum disorder may have strengths in their visual learning skills but challenges with their verbal learning. This means that using visual aids (e.g. pictures) and hands-on tasks are likely to make learning easier.
Kids with acquired brain injury (e.g. stroke, head injury) and cerebral palsy can have learning and memory challenges, depending on how the brain has been affected.
When a kid is anxious or worried, learning is also more challenging, as their thinking is focused on the thing that is concerning them rather than the information they are meant to be learning.
What might be some challenges in the dance class?
- Kids with learning and memory challenges may take longer to learn new information.
- If a child is having difficulties learning new information, it may look like they are not following instructions, when in fact they are unsure what has been asked of them.
Things to consider
To maximise a kid’s learning skills, it helps to think about what things may be contributing to the learning challenges. This might include considering whether the child can see and hear clearly, and/or whether they have cognitive challenges, language or communication challenges, attention challenges, or are anxious or worried.
What is mobility?
Mobility describes the way a person moves or gets around. A child with mobility challenges may use mobility aids such as crutches, ankle or leg supports, a walking frame, or a wheelchair.
Some kids may have a physical disability that impacts their mobility, such as kids with spinal cord injury who use a wheelchair. Some kids may have developmental or neurological disorders, such as cerebral palsy, acquired brain injury (e.g. following a stroke), or spina bifida, which can affect their mobility.
What might be some challenges in the dance class?
Kids may move in different ways and use aids (e.g. crutches, frames, wheelchairs) to help them move in the dance studio.
What does motivation mean?
Motivation is the reason why someone acts or behaves in a certain way. There are internal things that motivate us, like doing an activity because we enjoy it. There are also external things that motivate us, like being rewarded with praise or prizes. Knowing what motivates kids is a good way to keep them interested and engaged in activities.
Who has motivation challenges?
Kids differ in what motivates them. For example, some kids might be very motivated by the sense of achievement in improving the way they can perform a dance step or routine. They will happily practise dancing for a long time. Some kids might be more motivated by socialising, and will be more interested in talking with other kids rather than practising dance skills. Other kids will be very motivated when tackling a big challenging task like learning a new skill, whereas some kids might be disheartened by challenges like these. Knowing what motivates each child and what they find rewarding is important for dance teachers to understand.
What might be some challenges in the dance class?
Kids who lack motivation might look disinterested or bored. They may not follow through on instructions, and they may need a lot of encouragement to get involved.
What are motor skills?
‘Motor skills’ describes our ability to control and coordinate movements. This can include fine motor control (e.g., small movements of the fingers and hands) and gross motor control (e.g., large and coordinated movements of the trunk, arms, and legs).
Some neurological and developmental disorders can make learning and mastering new motor skills more challenging. For example, kids with cerebral palsy and acquired brain injury (e.g. following a stroke) might find it challenging to control and coordinate both fine and gross motor skills. Kids with autism spectrum disorder can be clumsy and could find it challenging to coordinate complex movements.
What might be some challenges in the dance class?
- Kids with motor concerns may appear to be clumsy and uncoordinated.
- They may find it challenging to coordinate movements together.
- It might take longer to learn new movement skills.
Quick tips
Safety
Each dance teacher and dance studio will provide rules and guidelines for safe participation in the dance style they teach. Sometimes a medical or physical condition will increase the risk of injury or harm from some physical activities. The About Me Medical Summary can be used by a doctor to outline any activities that need to be avoided.
Some kids with developmental delays or difficulties may have reduced safety awareness. For example, kids with attention deficit hyperactivity disorder can be impulsive, jumping into tasks and activities before thinking about the consequences. They may not see the potential dangers of their actions (e.g., climbing, jumping, running), which can place both them and other kids at increased risk of getting hurt. It is important to set clear rules, and to intervene early if there are any behaviours of concern.
Sometimes when a child feels overwhelmed, worried, or stressed, they might run away. Kids with developmental disorders like autism spectrum disorder, and kids who are anxious, may run away if they feel overwhelmed.
Quick tips
What does sensory mean?
Sensory describes the way the body responds to environmental stimuli or information, like sounds, textures, lights, smells, pain, and temperature. Kids who are blind or have low vision, and kids who are Deaf or hard of hearing, have reduced sensory awareness.
Sensory concerns also include extreme reactions or behaviour in response to sensory information. Some kids can find certain sensory information uncomfortable or distressing. For example, some kids may be bothered by loud noises (e.g., covering their ears or become upset in large crowds), while others may be oversensitive to certain textures (e.g., being bothered by some fabrics, tags on clothing, or types of food). Some kids can also show an interest in sensory stimuli, like sniffing toys or objects, or being fascinated by lights or movement. Some kids can show under-responsiveness to some types of sensory information, like pain or temperature, which can increase their risk of getting hurt.
Who has sensory challenges?
All kids can show sensitivity to some types of sensory stimuli, but they often grow out of them or are able to manage it without becoming too distressed.
Kids with developmental delays or difficulties, such as autism spectrum disorder or attention deficit hyperactivity disorder, are more likely to have sensory challenges. They may find some sensory stimuli very uncomfortable and distressing, while they find other sensory stimuli comforting. All kids will differ in the type and severity of sensory concerns they have. For example, some kids with autism spectrum disorder will show many sensory concerns, while others may have none or very few. Every child is different.
What might be some challenges in the dance class?
- There are often regulations about dance uniforms including hair and makeup requirements which may be difficult for some kids with sensory challenges.
- Dance venues may be loud and sometimes chaotic places which an produce anxiety for some kids with sensory challenges.
- Kids who are oversensitive to noise may cover their ears or cry when they hear loud noises (e.g., loud music, drum beats, lots of people talking, or an alarm).
- Kids who find comfort in particular smells or textures may do things like sniff objects (e.g., props such as balls or scarves and dance costumes), or they may like to touch particular items or surfaces.
- Some kids may not feel the cold and will want to wear only shorts in winter, while others may not feel the heat and will wear warm clothes in hot weather.
- Kids who have altered sense of pain may not realise they have been hurt or there may be a delay in them feeling pain, while some kids may be very sensitive to pain and show distress with something that appears to be only a minor incident.
What are social skills?
Socialising with other kids requires many skills, including talking and expressing thoughts and ideas, showing interest in others, sharing, taking turns, and listening and understanding what others say. Socialising also relies on non-verbal behaviours, like using and understanding gestures, reading facial expressions, and knowing how close to stand to someone, or whether it’s okay to touch someone.
Social rules or norms can be hard for some kids to understand and learn. They are not written down anywhere. For example, some kids might be unsure how to start a conversation with another person or how to have a back and forth conversation with someone.
Who has challenges with social skills?
Many things impact our social skills and the way we interact with others. This includes personality traits (e.g., a shy and quiet child versus an outgoing and energetic child), mental health (e.g., feeling sad or low, compared with feeling happy and energised), our ability to regulate emotions (e.g., coping with stress or frustration), and our cognitive and communication skills (e.g., talking, using and understanding gestures, reading facial expressions, controlling our impulses). Kids with challenges in these areas can sometimes find social situations more difficult. The amount of challenge experienced may change depending on the activity or the group of people (e.g., larger or small groups, older kids or younger kids).
Some kids with developmental delays or difficulties can experience more challenges in social situations. For example, a child with autism spectrum disorder may be happy playing with one child, but may feel overwhelmed when two or more kids are involved. A child with attention deficit hyperactivity disorder may interrupt others, have trouble waiting their turn, call out, or can be highly active, which can make it harder for them to make and keep friends.
What might be some challenges in the dance class?
Kids might not know how to say hi and chat to others, make new friends, share items, and play in a group. The child may stand away from the group and appear to be alone. It may look like the child doesn’t want to talk or play with others when they might actually be avoiding it because they are feeling nervous or worried.
Society places pressure on all of us to look and act in certain culturally acceptable ways. Body image is the way someone thinks, feels and behaves in relation to their body. Some children are worried about their ability to look “good enough” and be accepted by others. This can result in some trying food restriction and exercise techniques to change their bodies. Usually, girls want to be thinner and boys more muscular, and in dance the focus can be on perceived “body flaws” such as having bow legs.
Some research has shown that participating in dance is associated with having more concerns about weight in girls as young as five years old. On the other hand, research has also shown that body image and self-esteem can be improved through dance by increasing people’s understanding and mental representation of their body through movement as well as feeling connected to others.
What might be some challenges in the dance class?
Children and young people with developmental challenges may be at an enhanced risk of developing a negative body image.
- For example, children who have a physical or movement challenges may notice they can’t keep up with or achieve the same level of movement as other children which may negatively impact on their self-esteem and body image.
- Some children may have rigid thinking patterns and develop strict rules on what they can eat, or rigid ideas of how they should appear. For example, children with autism spectrum disorder may be susceptible to developing restrictive eating patterns because of both their sensory sensitives to certain foods but also their rigid thinking styles.
- Some children may also be more developmentally susceptible to developing obesity due to genetic conditions or impulse control challenges related to their disability.
Dance teachers and educators can play a powerful role in providing positive messages around body image for dance students.
FAQs
We’ve put together some answers to frequently asked questions that teachers might have about including children with disabilities.
Including dancers with disabilities in your class can have a positive impact on the other students. You might like to identify some students in your class who you think would enjoy the opportunity to become a buddy and provide support, confidence and a welcoming experience for a child with a developmental challenge. A buddy can help a child with disabilities feel included, participate in the activities and learn the steps.
Many of the children in our programs who took on the role of a buddy found it to be an educative and rewarding experience. They learnt to take on responsibility and gained a better understanding of what it is like for children with different abilities. Buddies can promote positive social experiences and create a real sense of belonging to the community.
Encouraging the other students to just say “hi” and offer to help can also really make a difference.
Having a code of behaviour established in the very first class can be very helpful. The code should be the same for all children and the emphasis should always be on having fun. You can use some of the tips on the AllPlay website to minimise the chances of a dancer becoming overwhelmed and “acting out.” Sometimes, allowing children time to take a break to calm down and allowing parents and buddies to help can make a big difference.
Most problems can be avoided if dance programs and classes are well planned and a clear code of behaviour is established and reinforced from the outset.
Take an educative approach and reassure them that their child will not be disadvantaged. Encourage all parents to help by being understanding, accepting and non-judgemental of other parents and their children.
If other parents ask you how they can help, explain how having a simple conversation can make a big difference. They might like to ask if the other parent would like their child to say “hi” or check if there is anything they can do to assist.
Inclusivity for Dance Studios/ Schools/Companies
Inclusion in community-based dance programs has the potential to support children in their physical and cognitive functioning and to promote wellbeing, particularly because of its physical, social and creative elements.
On this page you will find information about inclusivity practices including some practical examples and tips.
What does Inclusion mean?
Inclusive dance schools provide all community members equal access and opportunities to be involved in the dance classes offered at the school. Inclusion happens when all members of a community:
- Are presumed competent, are recruited and welcomed as valued members
- Fully participate and learn with their peers, and
- Experience reciprocal social relationships.
Children with disabilities and developmental challenges might include those who have limitations in mobility (difficulty or inability to walk), the way they think or behave (e.g. intellectual disabilities, autism spectrum disorder, behavioural/emotional disorders), and sensory difficulties (e.g. vision/hearing).
Dance schools need to consider a few different areas to become inclusive. This includes how dance classes are designed; how you provide information about classes so they are accessible; whether teachers and other staff are trained in disability awareness; the accessibility of your premises and whether your policies promote inclusion.
To offer Inclusive Dance Lessons Consider
Accessibility: The venue where dance classes are held should be easy to approach, enter, and use safely and with dignity for someone with disabilities
Class Structure: Plan classes so that children with disabilities and without disabilities can participate equally. Some class content, such as movement sequences, may need to be adapted. Consider including creative sections of the class so that children decide what movements they do.
Equipment: Where appropriate have equipment and props such as scarves, stretchy material soft blocks/seats to assist children to complete activities
Flexibility: Be prepared to modify activities to allow for inclusion and participation for children with disabilities. For example, allow an aide or caregiver to attend the class and help a child; try alternative methods of participation.
Some children may join a class for a term or a year but then begin to notice that they are not progressing at the same pace as their peers and drop out. To enable genuine inclusion dance teachers need to welcome a diverse range of students so a child with disabilities doesn’t feel that they are the only one needing extra help. Matching children with similar skills can work well to support a child’s learning process, as long as age differences aren’t highlighted. Creating and maintaining a buddy program in the dance classes and throughout the school can also help children stay motivated and connected.
Also be aware that some parents may not wish to disclose that their child has a disability. This is fine. If you notice a child is having some challenges, you can discuss this with their parents. Communicate what you have observed with sensitivity, focusing on the child’s strengths and what you have noticed. Seek the parents’ advice and guidance about the best way to assist and encourage their child.
Dance School Policies
Having an inclusion policy for your dance school will allow you to formally and consistently check and maintain inclusion measures. It will also reassure parents of children with disabilities and developmental challenges. You may wish to make your inclusion policy publicly available, such as on your website, or social media. Inclusion policies could include:
- Disability awareness training for staff at all levels is mandated
- School committees include members representing a disability perspective, such as someone with disabilities
- Adjustments made to physical environments to make them more accessible
- A willingness to adjust class structures/content as appropriate
- A buddy program
- Health promotion and wellness policies that promote participation of children with disabilities. For example, you can use our dance school posters (see below) which promote dance for children of all abilities
Some Ideas to Promote a Whole School Approach to Inclusion
Encourage all dance teachers who work at the school and all the students, parents and caregivers who attend the school to value an inclusive approach to dance.
For teachers: Promote the ability to adapt dance exercises and movement routines for students with disabilities as an important teaching skill.
For students: Encourage senior students to join another class in the role of assistant to a child with disabilities or developmental challenges.
Whole school: Design the end of year concert to include students of all abilities and to showcase the different movement abilities of all children.
Helping Children with Disabilities to participate in Dance
As a dance school or dance teacher you can help parents overcome barriers to participation in dance by providing the information and support they need. Here are some examples of approaches you could take:
“We were looking for somewhere where she could go and learn to dance and it’d be kind of you know, serious about dancing but relaxed and enjoyable and there just isn’t anything like that here.” – Parent of a child with a disability
It is important for children to find a dance school that has the right level of flexibility, fun and challenge for their unique needs. Sometimes people might fall into the trap of having low expectations of children with disabilities and not provide enough challenge and focus on skill/technique development.
Sometimes there may be too much focus on competition and perfection. Both of these can prevent children with disabilities from joining a dance class and remaining enrolled. Dance schools/teachers can be aware of this and ensure they are flexible but still focused on developing the skills of all children by providing tailored approaches.
All children go through a steep learning curve when they begin learning a new skill. Dance teachers working with children with disabilities may notice that this learning takes longer with some children.
A child with disabilities can progress but may need more specific help.This requires teaching and communicating with the child in ways that most assist their learning process. Dance teachers make simple adaptations and modifications of dance exercises and activities to assist a child to learn dance, along with their peers.
The AllPlay Move: Dance page provides dance teachers and others who work in your dance school a range of specific approaches about how to include children with disabilities. The resources are focused on simple ways to modify and adapt dance exercises and activities as well as teaching inclusive language and ways to ensure dance schools and programs are accessible to everyone.
Learning to communicate appropriately with children with disabilities means that teachers can be inclusive and offer the benefits of dance to children who want to join in.
Including a child with disabilities in your dance class/school may require a flexible approach. For example, the strict enforcement of rules and regulations regarding hairstyle, clothing or footwear may be a barrier to participation.
Adopting a more flexible approach to regulations, such as codes of dress, class structures and activities, and movement sequences, may make it easier for a child with disabilities who wants to learn to dance, to join your dance class/school.
“We discussed with the parents the disabilities the child was diagnosed with to learn more about the condition. Consequently, we were taught techniques the parent has found effective in initiating a response from the child. We used these techniques in the studio” – Dance teacher
Working closely with the parents and support workers of a child with disabilities can be an important factor in assisting them to participate fully in your dance class. Parents can provide information about their child’s needs and interests and also explain the best way for teachers to communicate with their child.
It is also possible for a parent or support worker to assist the child with dance activities in the class, and work with teachers while they teach. Parents may also be worried that their child could be bullied or teased.
A positive and supportive attitude from the dance teacher, students and other parents is important in preventing this occurring.
Each child and dancer is unique. Encourage every child to participate and learn in their own way and at their own pace.
“they weren’t particularly interested in learning anything specific about her” – parent of a child with a disability
Get to know each child in your class.
Ask about their strengths and interests so you can maximise learning and enjoyment for each child.
If new dance teachers take over a class make sure they meet with the children, the parents and the previous teacher to learn about the students and their unique needs.
“It is important for the children to be in a nonjudgmental, inclusive, supported environment where the main aim is to be having fun and enjoying themselves – not everyone wants to be a performer on stage – just to participate and belong is also very important.” Parent of a child with a disability
Dance schools can promote an inclusive approach through the whole organization, involving all teachers, students and parents. For example, all parents can be encouraged to understand it is important for their children to learn about what a child with a developmental challenge or disability may experience. Children often gain pleasure from seeing their peers do their best, and can be very encouraging of differently-abled children.
At the same time, it is also important that parents understand their child won’t be disadvantaged if a child with disabilities joins their class.
As part of a ‘whole school’ approach, senior dance students can get involved in other classes in the role of an assistant or buddy to a child with disabilities. An end of year concert, in which all students participate, is also a great opportunity to showcase the inclusive approach of your dance school.
“My child becomes tired very easily. Often classes are after 5pm which is when her fatigue levels are high” – parent of a child with a disability
It is important to provide easy and safe access to your dance studio and its facilities, including change rooms, toilets etc. Foyers, waiting rooms and change rooms with toilets and hand dryers can be noisy and chaotic, particularly if the space is small. This can be challenging and even scary for some children.
Be creative in coming up with solutions if your dance school has space restrictions.
Accommodate children in classes which suit their daily schedule. For example, allowing a child to enrol in a Saturday morning rather than after school class may work better for a child and their family. It can be too much of a rush for some children and families to be able to transition from school to dance class.
Children with disabilities and developmental challenges can be very tired after school as they are often working physically and mentally harder than other children. Some children need more time to cope with a transition from school to a dance class and so won’t be able to attend a dance class immediately after school.
Some children may need to take medication at certain times of the day which may make them drowsy which can also be a barrier for them to attend a dance class. Allowing children who may become quickly fatigued to attend only part of a dance class may also be helpful.
Scaling of fees charged for dance classes may also help a family to offer dance lessons to their child, especially if an aide is required to assist with their participation.
Strive for genuine inclusion
“They make them feel normal – they don’t exclude or separate them. They are non judgemental as are most of the children who participate.” – Parent of a child with a disability
Creating and maintaining a buddy program in the dance classes and throughout the school can also help children stay motivated connected. Buddies can help by going over and modifying steps, working together on creative tasks, or just being a friendly, familiar face.
Buddies could be the same age or they could be older, more experienced dance students. Some children may prefer to maintain consistency and work with the same buddy every class. Others may be happy to regularly meet and work with new buddies.
Students who act as buddies will also benefit from getting to understand the needs of others and from being able to support a friend or younger student.
- If you are not sure, don’t be afraid to ask. Showing you are being proactive and care, will help the child and the parents feel a sense of connection and will help them work with you to help you learn.
- Some ways to seek feedback from the child and the parents include asking about the session (e.g. Did you enjoy coming to Auskick today?) and your coaching (e.g. Could I have done more to support you today?)
- You can start by referring to online resources such as the AllPlay website for evidence-based strategies, best-practice tips and resources for including children of all abilities. If you want to learn more, you can undertake disability awareness training.
- Consult with your club and the AFL.
