ABSTRACT
This chapter discusses how developing a range of pedagogical strategies ensures that dancers of all abilities can access dance in further and higher education, as a preparation for a professional career in dance. Beginning with an overview of some of the factors that have shaped an inclusive dance pedagogy, and a discussion on the terminology that has supported or inhibited inclusion, the chapter will describe actions for best practice within the dance studio, where dancers with and without disabilities can lead, learn and develop together. We will examine the merits of adaptation and translation, and outline the principles behind a range of teaching methods illustrated through examples of activities. Evaluative commentary will discuss the effectiveness or otherwise of these approaches in removing perceived barriers to participation for those with different abilities. We argue that rethinking and adjusting teaching and learning methods to accommodate differently abled dancers results in better experiences for all dancers, calling for a radical pedagogy that promotes equal access to dance as a route into professional practice.
