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Texas
public schools are responsible for helping all students develop
to their full potential. The content and structure of dance
curricula provides opportunities to involve all students in
the learning process, regardless of their language, cultural
background, disabilities, or familiarity with course content.
Dance classes can be designed to recognize and utilize students'
abilities rather than their disabilities. Teachers can modify
instructional methods, pacing, and materials to meet the individual
needs of their students.
Special
Education
Teachers
of students receiving special education services should participate
in the development of each student’s Individualized Educational
Plan (IEP) and take part in students' Admission, Review, and
Dismissal (ARD) committee meetings. By getting involved in IEP
and ARD consultations, dance teachers can share students' progress
and achievements with parents and other educators. The following
considerations and classroom strategies are provided to help
teachers unaccustomed to modifying their instruction for special
education students:
- Students
who receive special education services are not a homogeneous
group. Each individual has unique strengths, needs, and
interests.
- Despite
the presence of a disability, every student can gain new
understandings or skills in dance classes that enable him
or her to participate more fully in school, recreation,
and career preparation.
- Students
with severe disabilities require the greatest support and
individual attention. Support may be provided by special
education teachers, interpreters, mobility instructors,
or instructional aides in the context of the class.
- Students
with moderate disabilities may need to have materials and
activities adapted to meet their individual strengths and
needs.
- Some
students may have disabilities that require only slight
modifications in the classroom––such as special
seating or assistance with reading.
Adapting
teaching methods/materials to individuals
Some
dance educators may be daunted by the challenge of teaching
a classroom of students with diverse needs. The following
suggestions should help teachers establish the full participation
of every learner.
- Align
the content with the developmental levels of learners.
- Give
instructions through several modalities (e.g., visual and
aural).
- Summarize
key content points before moving to new topics.
- Ask
leading questions to encourage self-assessment as work progresses.
- Establish
a peer tutoring system to assist students with disabilities
and allow them to help others.
- Assign
appropriate roles for cooperative learning activities.
- Use
adaptive devices and technology.
- Provide
written materials on tape, in large print, or in braille
as necessary.
- Adjust
pacing and time requirements for work completion.
- Allow
students to demonstrate proficiency using their best means
of expression.
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