Inclusion in the neurodiversity space
Dance is for everybody
We can all agree that INCLUSION is an ever-evolving concept that will keep us constantly learning. Our commitment to inclusion is to listen to our community’s experiences and feedback, so we can discuss ways to bridge existing gaps, and to regularly revise policies and procedures to make sure we are making our space and classes accessible.
However, we remain a small team of humans with limited resources. So while we won’t always reach a perfect outcome, we promise to explore options.
Inclusion is a broad term (and we work hard in the background to keep our eye on its multiple facets as much as we can), but in this blog, we are focusing on neurodiversity and additional needs in children.
Over the years, we have been lucky to welcome a big number of neurodiverse students that are dancing, making friends and feeling supported. After 13 years of experience as a studio, we know that one key thing we need for the greatest chance of success, is an active circle of trust between the student, the teacher, and the carer, or sometimes even a relevant support person (e.g. OT, social worker), depending on the needs. Every case will be different, as we are all different humans, so step one is to get to know the person and understand their specific challenges alongside any desired outcomes. It is also crucial that all people involved stay connected to what’s best for the student and their development.
As a recreational dance studio, our goal is to help ALL students access dance in a safe space and enjoy it (as a hobby, as an outlet, as a vehicle of expression…). While the team is trained in child safety, inclusion practices and first aid, we can’t step out of our scope and promise every single person will be seamlessly integrated into the flow of the studio. So when working with students with additional needs, we hope to invite families to let go of the pressure of having one specific outcome and re-centre their attention to this main goal: that your child finds a safe place to belong in dance.
What the experience in the studio can be like
SOME EXPECTATIONS ABOUT A GENERIC STUDIO EXPERIENCE CAN BE:
They participate in the whole class
They are part of a group of similar-aged children
The child is fully autonomous and follows the teacher’s instructions
The child is dancing along in a mainstream class.
WHAT AN INCLUSIVE STUDIO EXPERIENCE CAN LOOK LIKE:
They may need breaks or time out frequently during class
Children may benefit from learning in a group with younger kids
Private lessons may be the best option for some
They may need a support person in the room to help them with the rhythm of the class
An All2Gather class (specially catered for people with additional or different learning needs) may be the best option for a student to thrive
They may not be ready to explore dance right now, and that’s okay - timing can be a factor and sometimes the right moment comes later.
Sometimes, inclusion means recognising when a mainstream group class isn’t the right fit for a student after giving it a try. If a dynamic isn’t working for anyone involved, it may be better to explore other options. While starting outside of a group setting may on the surface seem like exclusion, these strategies aim to give students the best chance to enjoy dance in an environment where they can thrive at their own pace. If joining a mainstream class is the aspiration, we’ll always keep that on the table and work towards it together (student, carer and teacher). Understanding, however, that this outcome may not always be achievable, we stay focused on our goal. Ultimately, if a child can access dance safely and happily, that is a great outcome.
Inclusion is what drives us to meet students where they are at, and sometimes the students’ needs are not aligned with the initial outcome families hoped for. Of course, success can be so many different things, but we can only look after our people in the context of their dance journey as humans.
Inclusion is exploring options together.