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
5. Teaching Tips for Adaptive Dance and Rhythms
Hints for teaching rhythmic movement exercises to students with learning disabilities or physical challenges:
1. Have a helper as a 'partner' for each student.
2. When possible use eye to eye contact with students to develop their attention span and concentration.
3. Participate with the students, as an example of cooperation between those in different roles.
4. Do you have an ADHD student in the group. I have found that holding the child's hand while moving rhythmically helps develop their own concentration.
5. As much as possible, wait for students to give you their attention before beginning, developing concentration and self-discipline.
6. Keep a positive attitude with each student as they practice. Remind them that practice breeds progress and progress breeds self-esteem.
7. Differently-abled students benefit through the coordination developed in body-mind right-left brain movement. Encourage each student's progress. Success here encourages the student to try new, alternate ways of expressing.
8. If working with a group of students with similar abilities, allow students to 'star' in the lesson by moving individually in a rhythm going across the room or around the perimeter of dancers who are in a circle. Again, this builds the student's self-esteem.
9. Go on to the next segment of the lesson if students lose interest, and likewise stay longer with a segment that is developing. This shows that it is okay to be flexible in changing circumstances.
If appropriate for the setting and students, end a full-length lesson on an upbeat note by having them move in a way that has them using most of their body in motion - the exuberance generated by enthusiastic activity is energizing.
Link on bookcover:
Adaptive Dance Textbook by Susan Kramer