Carys Dickens

How does a dance teacher without SEN training approach the inclusion of SEN students in a non-formal setting? Since my last blog post, I've re-read the sources I've found and have compiled some common themes. These are what I've discovered so far; Engage with other dance/ disability organisations and specialists Gain prior knowledge of individuals' specialist needs and how that could affect them during classes Differentiation- find different ways to cater to individuals' physical and learning needs. To translate the movement to their body Focus on the key elements of a technical movement rather than the aesthetic result Repetition and routines- such as a clear start and end ritual Structure the class to allow for adaptation and breaks Include improvisation and creative tasks Challenge students and have high expectations

So I think my inquiry will head somewhere along the lines of; how does a dance teacher without formal SEN training approach the inclusion of SEN students in a non-formal setting? There are some really interesting articles I have found and I look forward to delving deeper. I had always found this a real sticking point in my classes. When I've had SEN students I haven't really felt my dance teaching qualifications and on occasion, the support I have from the different private dance schools I work for was adequate in supporting these children. Through even this initial research for my inquiry, I have more confidence that there are many more things that I can do to improve my practice, where sadly resources can be limited, to really try to do the best I can do for SEN students. I feel excited about this project and really feel this will be an incredibly beneficial experience for my practice. If anyone has their own experiences or suggestions I would be very grateful to hear them :)

I have had ideas left, right and centre for my inquiry about little wonders in my day-to-day practice that I would like to investigate and improve on. However, refining them seems to be more tricky, I want to get the ball rolling with an idea, so as not to delay working on this module and feel overwhelmed before the deadline date. I'm trying to keep in mind how these ideas could be researched and what would be the desired outcome. Supporting SEN students in dance classes is definitely something I want to pursue whether that be for this inquiry or not. As I think it is a gap in my practice and is always a sticking point when I have a student who needs extra support. I wonder if looking into a specific technique or strategy that could easily be incorporated into dance class. Maybe incorporating a certain prop?  The other area from my little wonders was that of engagement, particularly in adolescents. I'm interested in investigating this further too. I find that my students are bo...

After yesterday's lecture and my 1-1 session. I've been writing down rough notes about areas of my practice that are sticking points and I would like to use in my inquiry to better my practice. Putting them into little wonders and big questions; My little wonders are... How can I improve student engagement in my classes? How can I better support SEN students in my dance classes? I would also like to improve my own knowledge and study of training dancers 'en pointe' My big questions are... Why are dance teachers in a non-formal setting completely unregulated?  Why is there limited training by some awarding bodies for qualified dance teachers in how to support SEN students in their dance classes? And actually, inclusivity as a whole? Why is there so much overwhelm among dance teachers? Food for thought...