Introduction

This chapter promotes an inclusive, equality-centered pedagogy in performance training, toward enabling difference and disability. Questioning conventional teaching models that cater to neuro-typical ableism, the author calls for change in supporting those with neuro and physio diversity in performance training environments. The authors of the chapters in the volume are introduced; their specialisms in teaching and research are listed, including: dyslexia, dyspraxia, visual impairment, hearing impairment, learning and physical disabilities, aphantasia, wheelchair users, neurodivergence and physical difference within the student cohort. Presenting examples where those with physical and learning disabilities have been excluded from performance training and professional performance, the chapter emphasizes the need for teachers to think further about how they might devise teaching processes based on equality, need, ability and authenticity of individual. The chapter draws on Amartya Sen’s Capabilities approach, and the multiplicities inherent in dis/ability. It concludes with outlining the aims and rationale of the volume and a presentation of each of the chapter subjects, with highlighted links made between them.