ABSTRACT
The diversity of learners in university acting courses trouble generalist university curriculums and demands a more individualized approach to teaching and learning. This chapter charts a five-stage pedagogic strategy that integrates exercises from Viola Spolin and Jacques Lecoq with individual learning and peer-support for a more flexible and inclusive actor training studio. It introduces individual learner case studies and highlights specific ways the exercises or the studio conditions can be adapted to optimize learning opportunities for students with SpLD. It explores practices such as individualizing the studio, peer-related collaborative learning, and co-reflexive assessment, and discusses these as reasonable adjustments for an inclusive learning environment in actor training. Underpinned by reflexive inquiry into classroom practice in a university context it draws on practitioner studio-practice notes and individual student testimony to argue for reasonable adjustments within the actor training syllabus by challenging absolute and narrow views and to negotiate genuine opportunities for inclusivity.
