Blog Post 6: Creating Inclusive Classrooms Through Dance

 One of my biggest take-away from the 8Y21 Dance class is that dance can be used within the classroom to create community. Many students enjoy movement, music and collaborating with peers, making learning more engaging and memorable. Unfortunately, many students with exceptionalities often feel excluded within the classroom, therefore struggling with confidence and building social connections. therefore, throughout this blog post, I will be exploring various ways that can be used to create inclusive classrooms for all learners. 

As described in Dance for Special Needs Students: Building Confidence and Motor Skills by Jennifer Monique Dabalsa, 2017 Dance is an art form that provides students with an opportunity to learn through the use of the body in motion (Dabalsa, 2017). In particular, dance benefits students with Attention Deficit Hyperactive Disorder (ADHD) by providing opportunities for movement and an increase in dopamine levels (Dabalsa, 2017). Additionally, for many students with physical disabilities, dance increases endurance, coordination, and balance (Dabalsa, 2017). Therefore, highlights the various benefits dance can have on students with certain exceptionalities. 


Moreover, students who require support in terms of social skills and behaviour will also benefit from a dance-centred lesson. Specifically, dance can be an effective strategy for students to explore how emotions are shown and felt in their bodies. Additionally, dance is a very collaborative practice where students are required to communicate both verbally and nonverbally, and they practice listening and responding to input from others. Therefore, supporting all students in developing strong social connections, especially those with exceptionalities. Overall, integrating creative and kinesthetic tasks into the classroom curriculum may result in an increased ability to learn the material

The following video shows how dance and movement can b used within the classroom to meet the needs of all students. 


The Ontario Arts Curriculum applies the Creative Process as a lens to guide students toward a more free creative expression, where all students can participate in the learning. Throughout the creative process, the teacher acts as a facilitator who prompts questions, clarifies understandings and leads by example. Through this process, all students are able to take ownership of their learning and gain confidence in the classroom. Overall, dance should be incorporated into each classroom to help better meet the needs of all learners and create more inclusive learning environments. 


Resource for Educators:

This read-aloud can be an effective resource because it highlights the story of a different kind of student joining a dance class (an alligator). For students with exceptionalities, engaging in dance class can be intimidating. therefore this book introduces the class conversation of creating inclusive spaces that encourage and accepts all students. 

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