There are numerous barriers to dance for disabled people but one which has received increasing attention in recent years is the lack of systematic training available. The aim of this project was to explore how private dance studio syllabi could be made more accessible for young disabled people, in order to open pathways to dance. Three private studio teachers were matched with three specialists in inclusive dance to translate particular syllabi for their groups of disabled learners. Various actions and strategies were designed by the teachers and specialists, which were reviewed and revised over the course of the project. Data collection included class observations, interviews with the teachers, specialists, young dancers, and their parents, and online diary entries by the teachers and specialists after each class. Analyses revealed that while each group was unique, common strategies included determining the key principles of each exercise, differentiation, setting high expectations, and a flexible class structure. Multiple forms of improvement among the participants were noted, including increased teacher confidence, and improvements in students’ technical abilities, confidence, and social skills. Overall, the findings of this study attest to both the viability and value of providing progression opportunities for young disabled dancers.

残疾人跳舞有很多障碍，但近年来越来越受到关注的一个障碍是缺乏系统的培训。该项目的目的是探索如何让年轻的残疾人更容易接触到私人舞蹈工作室的教学大纲，以便为舞蹈开辟道路。三名私人工作室教师与三名包容性舞蹈专家相匹配，为他们的残疾学习者群体翻译特定的教学大纲。教师和专家设计了各种行动和策略，并在项目过程中对其进行了审查和修订。数据收集包括课堂观察、对老师、专家、年轻舞者及其父母的采访，以及老师和专家在每节课后的在线日记。分析显示，虽然每个小组都是独一无二的，但共同的策略包括确定每个练习的关键原则、差异化、设定高期望和灵活的班级结构。与会者注意到多种形式的改进，包括提高教师的信心，以及提高学生的技术能力、信心和社交技能。总的来说，这项研究的结果证明了为年轻的残疾舞者提供进步机会的可行性和价值。自信，社交能力。总的来说，这项研究的结果证明了为年轻的残疾舞者提供进步机会的可行性和价值。自信，社交能力。总的来说，这项研究的结果证明了为年轻的残疾舞者提供进步机会的可行性和价值。