1. Adaptive Dance Teaching Philosophy - http://www.susankramer.com/adaptivedancearticles.html
2. Adaptive Rhythmic Clapping Practice - http://www.susankramer.com/adaptivedancearticles2.html
3. How to Clap to Rhythms and Songs with Disabilities - http://www.susankramer.com/adaptivedancearticles3.html
4. Teaching Adaptive Dance in a Mixed Group - http://www.susankramer.com/adaptivedancearticles4.html
5. Teaching Tips for Adaptive Dance and Rhythms - http://www.susankramer.com/adaptivedancearticles5.html
6. Two Adaptive Lessons Clapping Rhythms, Syllables - http://www.susankramer.com/adaptivedancearticles6.html
7. Adaptive Dance and Rhythms Textbook – Summary - http://www.susankramer.com/adaptivedance.html
1. Adaptive Dance Teaching Philosophy
Students benefit when the teacher has a positive and energetic approach to teaching rhythmic movement exercises to students with learning disabilities or physical challenges. The first point I wish to make is that your students may have trouble keeping up or moving in the same way as the fully able students in your class.
It is best to encourage other students to be patient with their classmates and not taunt or ridicule them. The attitude one would have in a self-paced class such a yoga is helpful, and that is letting each person strive to do their best and not be measured against the group.
I have found in teaching that encouraging an attitude in the class of cheering a struggling classmate on gives that student more impetus to move with the group.
A handy tip to remember is that learning the rhythm of the step is more important than doing the technique perfectly.
For example, I had a student in a kindergarten class one year who was much smaller then her classmates, though not younger. She had been a preemie. This is something to check with parents about if you come up with a similar situation in your class.
She had a lot of trouble mastering moving in any rhythm except the gallop. Every time we moved in a pattern across the room I made sure she and everyone else held hands with a partner. That way she did not stand out so much.
The students all wanted to take turns being her partner, and because I encouraged cheering each other on and clapping all the rhythms, she willingly participated and tried her best. And actually by the end of the school year she had learned to skip, and we definitely cheered her on for that accomplishment.
This physical accomplishment carried over to her efforts with learning letter and number shapes, and I could see in her face that she, too, was proud and pleased with her accomplishments.
If you have a student who needs cheering on, play time and music time are great for getting the group enthusiasm going and including the struggling students in that positive energy.
Adaptive Dance & Rhythms by Susan Kramer