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
4. Teaching Adaptive Dance in a Mixed Ability or Age Group
Teaching little dance routines, short and easy, and later combining several routines is a way to include everyone in the total dance. For example, some students may catch on and be able to do several sequences with just a little practice. That's fine. Other students may do one or two sequences and that is enough for them; they can then sit out and clap the rhythm for the remainder of the complete dance. This technique gives all students a chance to express themselves to the best of their abilities.
Encouraging an attitude in the class of cheering a struggling classmate on gives that student more impetus to move with the group, and it is best to remember that stressing rhythm rather than technique is more important. After all, in time many challenged students will learn the patterns.
Keeping a positive attitude is important to get the best from your students. It helps them literally put their best foot forward and really try something harder than they usually do, or a step that is completely new to them. Require all students to respect the different abilities of each in the class. Even the more able may sometimes stumble and point out they would not want to be ridiculed.
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. The idea of not requiring every student to complete long sequences but giving each a choice when to sit out and clap along could maintain a lagging student's pride.
Successful physical accomplishments continue over to learning letter and number shapes, preparing students for learning math skills, and patterns in language learning.
Link on bookcover:
Adaptive Dance Textbook by Susan Kramer