Inclusive Practice - A Tension

There is a tension within me (an uncertainty, nervousness) created by my classical dance training and background and my current inclusive dance teaching practice….

I teach inclusive dance:

· This means that I accept everyone no matter what their ability, experience or dance preference

· This means that everything we do in the dance class can be accessed by all - Participation for all

· This means that everyone has the same opportunity to contribute: Learner-led

· This means that everyone can achieve - Achievement for all

· There are no barriers to participation, engagement or contributing

The technical dance teacher / FE tutor in me says that in terms of individual progress; the development and maintaining of dance, technical, performance, communication and/or collaborative skills, there HAS to be:

· Feedback (on strengths and areas for improvement)

· Correction (verbal, physical)

· Assessment (Verbal feedback, summative assessment, formative assessment, peer-assessment, self-assessment)

· Questioning (To compare and contrast, to determine purpose, to determine aim, to determine motivation)

I believe that assessment is vital in the individual learning process in order to help students to progress and achieve.

My experience of assessment in inclusive dance has convinced me that it increases a sense of ownership of the students’ learning journey which in turn develops independence and excitement for advancement.  I have been so excited by the excitement of learning that assessment brings!

I have experienced many inclusive dance classes, however, where no correction, feedback or assessment takes place. 

Does this imply fault and in so doing, nullify inclusive practice?

Here is my tension!

I teach my students with learning disabilities in the same way I teach ‘mainstream’ dance students: I push them to improve continuously within their capabilities.

I assess them on their engagement, focus, and performance skills the same way I would assess ‘mainstream’ students. 

Why would I not?  They are capable of so much more than they realise - Just like my ‘mainstream’ students

I am interested in exploring the area of assessment in inclusive dance but feel that it is a thorny issue…

I do not want inclusive dance practitioners that I may approach (who do not use assessment as an integral part of their teaching) to think that I am beating them over the head with an education stick, or that I am implying that there is something 'wrong' with their approach...

What do you think?

*Should inclusive teaching be just that; let students do what they want to do / be who they are in that moment as it beneficial to self-expression and creativity?

*Should students be made aware of the possibilities of development and achievement and progression?

*Does / should equal opportunities extend to the possibility of negative assessment (identifying areas for improvement) in order to open the door for greater achievement and progress?

*How does this sit with equality and diversity (We should all be given the same opportunities / Differences should be celebrated)?