ABSTRACT
This chapter explores how inclusive dance is both associated with and resists notions of therapy. It offers a variety of viewpoints explaining why inclusive dance is not a therapy while acknowledging how the environment created, and the skills learned often contribute to what might be considered a ‘therapeutic effect.’ Lastly, it provides examples of work with students with learning difficulties and students with congenital deafblindness (CDB) and intellectual disability where improvisational skills open up new horizons of communication.
