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 Like
Any Other Child
By Virginia Dunn, MA, MFT
How to integrate special-needs students into dance schools
Every child, without exception, wants to be loved and wants to
belong. Children with special needs are just like any child.
When loved and given attention, they blossom.
I am a family therapist and special-education teacher; I am
also the parent of a special-needs child. My message to dance
teachers who welcome special-needs students to their classes
is to try to be open to a wonderful experience. After some
time you will know what to do with a variety of young special
dancers. And when you open your classes to these children,
know that you are not doing it alone. The parents are with
you. If you take the time to meet with them and their child
for an interview, they will tell you exactly what the child
needs.
Do your homework
Since each child has unique capabilities within their type of
disability, it is very important to have the parents explain
what their son or daughter is capable of. Also, do not
hesitate to ask the children what they like to do; they can
give you plenty of information. Don’t be afraid to ask them
how they feel and what they are comfortable doing. They will
also let you know with smiles and behaviors what they can or
cannot do. During the initial interview you may want to ask
the children to do certain movements so that you have an idea
of what their motor control, balance, and coordination
abilities are before the first class.
Parents: your allies
Welcome the family and tell them how excited you are to have
this child in your class. Assure the parents that you consider
them the experts and you will respect their directions in
dealing with their child. Prepare a list of interview
questions before you meet with them, and don’t forget to ask
whether the child has any medical needs. Start your
relationship with the family on a positive note during this
first meeting by finding something wonderful about the child
and praising him or her for that quality or ability.
Interview Questions for Parents
1.
Please explain your child’s needs.
2.
What is his/her academic ability level?
3.
How well can he/she remain on task?
4.
How does he/she behave in a group setting? 5. Which
reinforcers (rewards) work best with your child?
6.
Does he/she have any medical needs?
7.
What signs will your child show under stress or fatigue?
8.
Are you available to stay during the class for backup if
needed?
This information will help you relate to the child. End the
meeting by asking the child to show you how they dance, hop,
jump, and turn around. This is valuable information for you to
have when you begin working on movement with them.
Other resources
You may want to talk to someone else who knows the child, like
the academic- school teacher, for tips on how best to interact
with him or her, if the parent thinks doing so will have some
benefit. However, confidentiality is a legal matter, so any
releases of information must be signed by the parent, the
school owner, and the teacher (if other than the school
owner). For general resources related to special-needs
children, see the “Resources” section at the end of this
article.
Class placement
Some children can be mainstreamed, perhaps with modifications,
and others may need to be in a class of other special-needs
students. Again, it depends on the child and your class
formation. The parents are your best allies here in working
out a plan that best meets their children’s needs; however,
keep in mind that they may still be grieving (a very long
process) for what their children cannot do. Some parents may
have trouble accepting that a class would be too difficult.
Treat them with sensitivity and emphasize your wish to do
what’s best for their child. If you feel that you cannot
accommodate a particular child in your school for whatever
reason (safety concerns, lack of a qualified or willing
teacher, or because of the impact on the other students), you
may need to consult a lawyer about your rights as a private
school owner.
Teaching methods
Teaching movement to students with special needs may require
an approach that’s different from what you are used to.
Remember to smile, give eye contact, and speak slowly and
clearly. Have someone in the class repeat the directions. The
following suggestions may help you work with these students
more successfully.
•
Have an adult practice with them and help them without other
students around.
•
Make sure that other students do not make fun of them when
they are trying new movements.
•
Have a buddy system where one child helps another. Assign a
primary buddy to the special-needs child, but have one or more
backups for when the primary one is absent.
•
Model the movement slowly and then let the student try. You
may need to demonstrate the movement more than once.
•
You or an assistant may want to spend extra time with students
who have difficulty with large motor movements and balance.
Interview Questions for students
Ask the child to complete each of the following sentences.
1.
The things I like to do after school are:
2.
If I had $10 I would:
3.
My favorite TV programs are:
4.
My best friends are:
5.
My favorite time of day is:
6.
My favorite toys are:
7.
My favorite music is:
8.
My favorite subject at school is:
9.
I like to read books about:
10.
My favorite sports are:
11.
My favorite animals are:
12.
The three things I like to do most are:
Give positive feedback
Most special-needs students respond favorably to positive
feedback. Praise works, especially if it is specific. Rather
than saying “That was a good jump,” say “I love the way you
jump so high.” Never point out a mistake without first telling
the student what she is doing right. For example, say “You are
making that turn just fine. Now maybe you can keep your toes
pointed when you jump.”
Be patient
Impairments can be in one area or more; for example, one child
may have both visual and motor limitations. When I was
teaching, it would take me several months to get to know each
child. I also gathered information from the parents, made my
own observations, and listened to feedback from other
teachers. It takes time. Nothing teaches teachers like the
child and experience. Give yourself a few years to get the
feel for working with these children.
Setting ground rules
Although most students have been around children with special
needs in their academic schools, it is still important to
establish some rules that make everyone feel safe. Make sure
that your expectations for class behavior are clearly
communicated before the first class with a
special-needs student. Discuss how everyone is unique but all
children have feelings. Generally, small children have no
trouble accepting differences, and for older ones,
special-needs students are nothing new. What’s most important
is to convey the message that you will take care of the class
as a whole so that the students need not worry.
Establish clear consequences if a student acts disrespectfully
toward anyone in the class. Decide what the consequences are
before the class begins, then follow through. Intervene early
whenever you notice a problem with behavior. The students will
believe they are safe only when the teacher does what she says
she would do when a rule is broken. Because children
(particularly young ones) can forget the rules between
lessons, reviewing them before each class is important. You
might want to list them on a poster as a reminder. Adapt the
rules as you see fit as the class progresses.
During or after a class with no behavioral problems, praise
everyone for being kind to each other. Utilize a rewards
system, which could include verbal praise, smiles, class
recognition, stickers, certificates, or any other creative
form of positive reinforcement you can think of. If you want a
certain behavior, like kindness, then you reward for that
behavior. Talk about it with the students, and then reward
them when you see that behavior in class.
Here are a few suggestions for what to tell your students
about classroom expectations:
•
Since everyone wants to be loved and belong, there will be no
put-downs.
•
No one will make fun of or laugh at the different movements of
any students.
•
Some students fatigue faster than others. They may need to sit
down for a little rest. That’s OK. (Check with the child’s
parents about this.)
•
Some students may need to use the restroom more than others,
and that’s OK. (Check with the child’s parents about this.)
The most important idea that you should convey to your
students is that each child with special needs is unique, but
all of them respond to attention, acceptance, and care. Make
your school a safe and accepting place for them. Rely on the
parents for support and information. Praise the parents and
tell them what is beautiful about their children. They need to
hear the positive, because they may have endured many negative
comments. Remember, everyone wants to belong and be loved.
Your school could be a place where their isolation is broken
and love is felt.
Resources
If you’d like to learn about a particular disability, visit
www.nichcy. org, the website for the National Dissemination
Center for Children With Disabilities, which has a searchable
database.
Also, county nonprofit agencies that serve families of
disabled people often are good resources for support groups or
classes. Contact Virginia Dunn at 707-536-5301 or vdunn@sbcglobal.net
for the name of an agency in your area.
Photo caption:
Haley Cook (center), a student with disabilities, enjoys
ballet at University City YMCA in Charlotte, NC, with
classmates Sierra Lee, Alyssa Mattingley, and Christen
Crumpler. Photo by Jenny Griffes.
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