Lessons from an adaptive dance program

The benefits of an adaptive fitness program include not only the usual improvements in health and fitness, but also emotional and social benefits that you may not consider in your day-to-day work as a health and fitness professional. Add to that the empowerment and sense of community that is built in an environment where people learn, move, and grow together, and you have the recipe for a truly life-changing event for both participants and their families—not to mention the instructors.

We spoke with Gretchen Vogelzang about the adaptive dance program she leads to learn more about how her program runs, the sense of community that develops around the participants, and the bigger lessons that can translate into the world of health and fitness.

Can you tell me a little bit about your adaptive dance program at the Greater Washington Dance Center and the youth it serves?

The adaptive program began in Fall 2018 with six young children, who continue to be actively involved. The class initially enrolled children with Down syndrome, but quickly added students with cerebral palsy and autism. We have children who are in wheelchairs, who need stability standing up and who need extra help in the classroom. There are currently two categories and we hope to expand in the near future.

The syllabus changes to meet the needs of the class, as each group has its own unique challenges and joys. This is important as our aim is to enable all children to experience the joy of dance.

Besides the benefits of staying physically active, what other benefits do your participants experience from participating in your class?

While the physical benefits are significant—coordination, strength, balance—the deeper impact is often emotional and social. Many of our dancers experience a deep sense of accomplishment. They begin to see themselves not through the lens of limitation, but through capability. This change is powerful. It builds confidence, resilience and a willingness to try new things both in and out of the studio. It has also been amazing to see the friendships and bonds that have developed over the years. In addition to these friendships, children have also developed strong social/emotional skills. We have worked persistence, problem solving, attention span and emotional regulation. Another benefit was their physical development skills. Both classes work hard on those fundamental motor skills that we all take for granted. Parents have noted that their IEPs have been modified because goals are being met sooner than expected. This is due to their progress in their physical abilities or because they can focus better in classes.

I understand that the parents of your dancers have formed a tight-knit and supportive community. Was that something you consciously cultivated or did it come about naturally? How do you think this sense of community has benefited your dancers and their families?

Parents have definitely created a strong bond of support. While it wasn’t intentional, it’s definitely a boon to the program. We continue to encourage this bond by making the studio a place where parents feel comfortable hanging out. I believe this has been a selling point for the program as parents share information and offer support to each other as new challenges arise.

Are there any strategies you could share that could translate to the world of inclusive/adaptive fitness? For example, how do you help create bonds between dancers and their family members? Are there certain things you do in class to ensure everyone feels seen and empowered to participate?

Every class will be different. It is the teacher’s job to observe each student and look for their strengths. Once you have an overall assessment of their collective strengths and interests, you can create a comprehensive program that meets their needs. One year, the course may focus on ballet and the next on jazz. Having a set curriculum every year doesn’t work. For example, one year, we did a curriculum all about ballet, and toward the end of the school year, it became apparent that the students lost interest. It wasn’t physical enough for them. We switched to jazz/hip hop, and it became a whole different category. Focus was laser sharp and there were fewer behavioral issues. By making this change, we had a great end to the year.

Parents are asked to attend at least once a month or when the class requests their presence. We also have the class teach their parents the routines we create. This is the best part of any class and students love to show off their skills.

We aim to move alongside each child during the lesson to observe them and recognize what they are doing. Saying “good job” is not enough. you have to recognize what they did. “I saw you do that step. Can you show me that again?”

Having dedicated teaching assistants is essential. Assigning a teaching assistant to a specific child helps the teacher navigate the classroom and provides the child with the dedicated support they need to flourish.

Is there anything else on this topic that you would like to share?

Sometimes teachers make the mistake of treating the class differently than a mainstream class. Don’t do it. Same rules, same expectations. Class can do a lot more than you think.

Created for a broad audience that includes exercise professionals, coaches, parents, caregivers and more, Adaptive planning of sensitivity exercises (worth 0.4 ACE CEC) will introduce you to strategies for working with special populations—especially people with Down syndrome or autism spectrum disorderas well as non-ambulatory persons requiring a wheelchair.