ABSTRACT
When disabled and non-disabled students dance together, issues of inequality arise spontaneously and if this is acknowledged it generates an environment that requires students to be not only physically also but verbally articulate, to recognise inequalities, and engage in devising solutions. It is a learning environment in which freedom of movement and freedom of opportunity underpin all activities, an awareness that can then be extended into all aspects of a student’s life in dance. This chapter discusses how dance can help students make sense of their actions and the consequences of their actions in a way that formal education so often fails to achieve. It considers group composition for inclusive projects and how mainstream programmes have and can adapt the curriculum to meet the challenge of inclusive practice.
