Learn About Support Areas
Explore common areas of support that students may need in dance
Attention and regulation
What is attention and regulation?
Attention and regulation are key mental processes that help children focus, manage emotions, and control behaviour to meet situational demands. To stay regulated, a person needs to manage their focus, feelings, impulses, energy levels, and sensory needs. To support attention and regulation, some students might move, fidget, or use sensory tools, such as headphones, while others may need to access a quieter space before rejoining a group. Some students may find regulation more effortful due to natural brain differences, developmental stages, or specific conditions.
At dance, teachers may notice signs such as forgetting instructions, zoning out, or students requiring support to shift their attention from one task to another. They may also observe students engaging in strategies like pacing, tapping, or taking breaks to promote their attention and regulation.
Who might need support with attention and regulation?
Attention and regulation differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience attention challenges. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Be flexible. Allow breaks away from the group as needed, have quiet spaces available to support regulation, and allow movement during spoken interactions.
- Draw on interests and creativity. Support motivation by learning about the student’s favourite things/topics and incorporating opportunities for improvisation and creative movement.
- Consider the environment. Reduce background noise and distractions when giving instructions, and have clocks or timers visible to add structure to activities.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support attention and regulation.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Students with ADHD often struggle with attention and regulation due to how their brains prioritise their focus. In dance classes, this might look like being under- or over-focused on tasks, engaging in frequent movement, or experiencing difficulties following multi-step instructions, impulsivity in movement, emotional dysregulation, and distractibility.
Learn MoreAutistic students may experience attention and regulation difficulties due to sensory processing differences or their tendency to hyperfocus on passionate interests. They may need extra time to transition between tasks and environmental adjustments.
Learn MoreStudents with anxiety may experience difficulties with attention and regulation due to being preoccupied with worry or fear. This can lead to behaviours like distraction, freezing during routines, or avoiding eye contact.
Learn MoreStudents with cerebral palsy may experience difficulties with attention and regulation due to the significant effort needed to control movement, which can reduce focus and emotional control. Sensory differences and fatigue may also lead to distraction or overwhelm.
Learn MoreStudents with intellectual disability may have attention and regulation difficulties due to challenges with thinking skills and environmental demands. They may be easily distracted by sounds, movement, or nearby peers and find it harder to control their emotions and behaviours.
Learn MoreStudents with DCD may experience difficulties with attention and regulation as coordinating movement takes significant mental effort. This can make it harder to focus, process instructions, or manage emotions.
Learn MoreStudents with DLD may experience difficulties with attention and regulation because processing language takes extra effort, which can reduce focus. In dance, this may lead to distraction, needing repeated instructions, or feeling overwhelmed during fast-paced activities.
Learn MoreLanguage and communication
What is language and communication?
Language and communication involve how students receive, express, and share information through both verbal (spoken or written words) and non-verbal methods (gestures, facial expressions, tone, etc.). Key components include receptive language (understanding input), expressive language (sharing thoughts and needs), and pragmatic language (using social rules of communication). Each student may have a unique communication profile influenced by factors like their motor abilities, attention, and how they regulate emotions and sensory input.
Some students may use alternative communication methods such as sign language, picture cards, or assistive technology to express themselves. At dance, language and communication differences can impact how students follow instructions, express needs, interact socially, and learn.
Who might need support with language and communication?
Language and communication differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience language and communication differences. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Use visuals. For example, use a visual schedule so that students can see what is ahead, and pictures to help teach dance elements such as body positions and key movements.
- Implement structure. Have consistent routines, clear classroom rules, break tasks/steps down into smaller steps, and teach one step at a time to help students understand what to expect and keep track.
- Adjust your language to increase understanding. Use simple words/instructions. Speak clearly and be prepared to repeat instructions/explanations. Limit the information given at once and slow things down.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support language and communication.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Students with DLD may experience difficulties understanding verbal instructions, expressing themselves, or staying focused on language-based tasks. Students may need support to understand and follow multi-step instructions, have difficulties in group conversations, and become frustrated if unable to express themselves.
Learn MoreAutistic students may have language and communication differences due to how they process verbal and non-verbal information. This can impact their ability to understand spoken instructions, express themselves, interpret social cues, or adapt to changes.
Learn MoreStudents with ADHD may experience language and communication difficulties due to differences in attention and self-regulation. This can impact how they process spoken information and organise their thoughts when expressing themselves.
Learn MoreStudents with cerebral palsy may have language and communication difficulties due to how the condition affects brain areas related to speech and language. This can make expressing or understanding information more effortful.
Learn Mored/Deaf and hard of hearing students may experience language and communication differences depending on their past and current access to spoken language.
Learn MoreStudents with intellectual disability may process language at a different pace and level, affecting how they follow instructions, express needs, or adapt to changes.
Learn MoreLearning and memory
What is learning and memory?
Learning refers to the process of acquiring new knowledge, skills, or behaviours by focusing our attention, processing information, and storing it in memory for future use. In dance, this involves understanding instructions, practising movements, and using our memory to retain choreography and build on past experiences. A student’s ability to learn and remember information can be impacted by their attention, language and motor skills, and how they process sensory information.
Students vary in how they learn and remember. Some may need more time, repetition, or visual and hands-on support. Learning and memory difficulties can impact how students follow instructions, remember movement sequences, and adapt to changes in routines.
Who might need support with learning and memory?
Learning and memory differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience learning and memory differences. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Consider how information is provided to students. Use clear, simple words and phrases when delivering instructions and describing dance movements, and repeat them as needed. Use visuals and pictures to support spoken information. For example, use a visual schedule to support students in remembering the sequence of activities or to teach body positions and key movements.
- Slow down the process. For example, allow more time for students to process information, learn, and practice motor skills. Break dance steps down and teach one part at a time.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support learning and memory.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Students with intellectual disability may learn and remember information at a slower pace or in different ways. A student may require additional time to learn a sequence and benefit from simple language, repetition, and predictable routines.
Learn MoreAutistic students may learn and remember information uniquely due to differences in language, attention, executive, motor functioning, and sensory processing, which impacts what they direct their focus to and how they handle information, adapt to changes, and recall movement sequences.
Learn MoreStudents with ADHD may require support with learning and memory due to difficulties with attention, working memory, and broader executive functioning, which can affect their ability to follow instructions, retain choreography, and organise material.
Learn MoreStudents with cerebral palsy may experience learning and memory difficulties due to differences in brain development affecting attention, executive functioning, visual-spatial skills, and movement. These factors can impact how information is processed and recalled.
Learn MoreStudents with DLD may experience difficulties with learning and memory due to differences in language processing, which impacts their ability to follow instructions, retain sequences, and express themselves.
Learn MoreWhile not covered more specifically on this website, learning is impacted in students with Specific Learning Disorders such as dyslexia, dysgraphia, or dyscalculia. Difficulties with reading, writing, or maths sometimes impact learning in other activities (e.g., keeping time or counting steps in dance).
Motor difficulties
What are motor difficulties?
Motor difficulties involve challenges with planning, coordinating, and carrying out physical movements. Students may experience challenges with fine motor skills (e.g., adjusting the position of their fingers and hands) and/or gross motor skills (e.g., jumping movements). It is common for students with motor difficulties to also experience challenges with proprioception (their sense of where their body is in space), which can affect their balance and spatial awareness.
Some students have motor difficulties due to a physical disability and may use mobility aids such as wheelchairs and braces. Other motor difficulties are subtle but may impact participation, such as managing timing, sequencing, or movement accuracy.
In dance settings, students with motor difficulties may move with more effort, adapt choreography to suit their needs, or use unique strategies to navigate movement. These differences are not about motivation or ability but reflect diverse ways of moving.
Who might need support with motor difficulties?
Differences in motor abilities can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience motor ability differences. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Be aware of individual needs. Be aware of each student’s needs and any physical movements that may put a student at risk. If you are unsure about a movement, ask the student or their caregivers.
- Be flexible in your approach to movement. Offer a range of different movement options and allow students to interpret each movement in a way that suits their body and their strengths. Allow them to explore movements at their own pace.
- Expect movement variabilities. Be mindful that motor abilities can fluctuate from session to session, with factors like fatigue, sensory input, emotional state, or illness affecting a student’s movement on any given day. This means that a student might manage a task one week, but find it more challenging the next.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support motor difficulties.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Motor difficulties are common in students with DCD, who may move differently due to how their brains coordinate movement. Movements might appear clumsy or hesitant, and students with DCD may need more time and repetition to learn sequences and require support with tasks such as tying dance shoe ribbons, buckles, or fastening costumes. They may also tire more easily due to the extra effort required. Behaviours like fidgeting or re-adjusting their posture can be related to muscle tone or fatigue.
Learn MoreMotor difficulties are common in students with cerebral palsy, which can affect movement, posture, and muscle control. Students may have stiff or floppy muscle tone, involuntary movements, or limited flexibility, which can impact balance, timing, and transitions in dance. Some students may use mobility aids like wheelchairs or braces. Students may also need breaks due to the extra effort that movement requires.
Learn MoreSome autistic students may experience motor coordination challenges that affect their ability to balance, time movements, and mirror choreography in dance. Others may engage in unique movement styles, but this style may have less impact on their function or need for support.
Learn MoreVision and hearing
What is vision and hearing?
Vision and hearing are senses that help students learn movement, understand rhythm, navigate space, and connect socially. Visual cues can help students follow demonstrations and mirror movements, while auditory cues can guide rhythm, timing, and coordination. These senses work alongside proprioception (the sense of body position) to guide movement, balance, and coordination when dancing.
Some students may experience vision or hearing loss, which can impact how they perceive and respond to their environment. In dance, this might influence how they follow instructions, interpret spatial relationships, stay in rhythm, or engage socially. These differences don’t limit a student’s potential but may mean they interact with dance in unique ways.
Who might need support with vision and hearing?
Vision and hearing differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience variations in vision and hearing abilities. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- For students with hearing loss - ensure communication is clear, visible, and accessible by using visual aids and cues, full-body demonstrations, and positioning students in locations where they can see you clearly.
- For students with vision loss - provide clear verbal guidance to support students in their movement choices, use beginning and end signals, and orient students to the space to ensure familiarity and safe navigation.
- Always check in with students and their caregivers about their preferred aides and support people.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support vision and hearing.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Students who are d/Deaf or hard of hearing may process auditory information differently and use various communication methods such as Auslan, lip-reading, spoken language, or assistive devices to participate in dance. In noisy group settings, they may rely more on visual, tactile, or signed cues. It's important not to assume a student's hearing or communication preferences.
Learn MoreVision loss is a characteristic of students who are blind or have low vision. Visual abilities can vary widely and impact how students interact with space, movement, and visual instruction in dance. They may rely more on verbal cues, tactile feedback, and consistent spatial orientation, and may use assistive tools to navigate and participate.
Learn MoreVision and hearing loss can be common in students with cerebral palsy due to early brain injury and can include difficulty interpreting visual input or hearing loss.
Learn MoreStudents with intellectual disability may be more likely to experience vision and hearing loss due to co-occurring medical conditions. This can impact how they interpret cues and follow instructions.
Learn MoreSensory processing differences
What are sensory processing differences?
Sensory processing refers to how the brain interprets and responds to input from the senses, such as sound, touch, movement, body position (proprioception), and internal body signals (interoception). While everyone experiences sensory input differently, some students may be hypersensitive (easily overwhelmed by sensory stimuli) or hyposensitive (seeking more input to feel regulated). These differences can affect how students engage with their environment, including how they respond to cues like music, textures, or physical sensations.
Dance can provide sensory experiences that some students may find regulating, calming, or stimulating, offering structured, rhythmic, and expressive experiences. However, sensory processing differences can also lead to feeling overwhelmed by loud music, craving extra movement, appearing distracted or dysregulated, or struggling to interpret body signals such as thirst or hunger. These responses are not misbehaviour but rather a student’s way of managing their sensory world.
Who might need support with sensory processing differences?
Sensory processing differences can be common in different diagnoses, and can be due to how their brains process and interpret sensory input. This can lead to sensory-seeking (e.g., seeking intense movement) or avoidance behaviours (e.g., covering ears, becoming distressed). These reactions can be part of the body’s stress response (fight-flight-freeze-fawn) and can affect how they engage and regulate in environments like dance class.
Sensory processing differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience sensory processing differences. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Be aware of students’ sensory needs and adapt as needed. Find out what colours, textures, sounds, or movements make students comfortable or uncomfortable.
- Minimise sensory overload. Reduce loud music, bright lights, and strong smells. Offer natural light when possible and avoid sudden changes in sensory input.
- Sensory tools. Allow access to sensory-friendly objects or fidget items during rest times.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support sensory processing differences.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Worries
What are worries?
Worries are thoughts or feelings of concern about something that might happen in the future. Worries are natural responses to stress and uncertainty, but when persistent, they can lead to anxiety. In dance, worries can affect students’ focus, confidence, and participation. These may include fears about performance, making mistakes, or being judged by peers. Some students may avoid certain movements, strive for perfection, or struggle to concentrate due to these concerns.
Body image worries are also common, especially in dance environments where appearance and movement are often emphasised. These worries can lead to self-consciousness and reduced self-esteem, making it harder for students to enjoy dancing and engage fully in class.
Who might need support with worries?
Worry can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience worry. It is important to collaborate with caregivers about each student’s support needs.
In all cases, worry can be intensified when a student feels misunderstood, unsupported, or unable to communicate their needs effectively. Understanding these root causes can help teachers respond with empathy and support.
Teaching strategies
- Create predictability and structure. For example, establish consistent routines, clear rules, and predictable transitions to reduce uncertainty for students.
- Be flexible in your approach to participation. For example, some students, particularly those with anxiety, may benefit from gradual participation in activities (e.g., first watching, then joining in at their own pace). Offering the option for a caregiver to stay nearby can also help a student feel safe and supported.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support worries at dance.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Students with anxiety often experience heightened worry due to their brain's sensitivity to perceived threats, activating fight-flight-freeze-fawn responses. In dance, this can lead to fear of mistakes, perfectionism, physical tension, and avoidance of participation. These reactions stem from both internal factors (like a need for predictability) and external factors (such as past criticism or social pressure), making it harder for students to stay calm and engaged.
Learn MoreStudents on the autism spectrum may experience increased worry due to sensitivity to change, unpredictability, or social uncertainty. This can lead to distress, especially during transitions or unfamiliar routines.
Learn MoreStudents with ADHD may experience increased worry due to challenges with attention and regulation, which can lead to missing instructions, acting impulsively, or feeling overwhelmed.
Learn MoreStudents with cerebral palsy may be more likely to experience worries due to concerns about physical ability, fear of falling, or being judged by peers, especially in activities that emphasise movement and coordination.
Learn MoreStudents with intellectual disability may experience increased worry due to difficulty understanding expectations, expressing emotions, or interpreting social cues. This can lead to confusion or fear, especially in fast-paced or unfamiliar environments like dance.
Learn MoreStudents with DCD may worry more due to challenges with planning and coordinating movement. Worries, especially about performance, timing, or being judged, can affect confidence, particularly if past experiences have been negative.
Learn MoreStudents with DLD may experience increased worry due to difficulties understanding or using language. This can affect their confidence and lead to anxiety in group settings like dance.
Learn MorePain, fatigue, and attendance
What is pain and fatigue, and how does it impact attendance?
Pain and fatigue are often invisible but can significantly affect a student’s ability to participate in dance.
Pain may be physical or emotional and is experienced and expressed differently by each student, especially those with disability. It can lead to reduced movement, changes in focus, emotional responses, and difficulty with communication or learning.
Fatigue is a feeling of low energy or tiredness that doesn’t go away with rest and can be:
- Physical (tiredness or weakness in the body or muscles), impacting movement and stamina.
- Cognitive (tiredness in the mind or brain) impacting attention, memory, and emotional regulation.
Both pain and fatigue can fluctuate, affecting attendance and engagement in unpredictable ways. Students may miss classes or struggle more on certain days. These changes in attendance are often beyond their control and may not reflect a lack of interest or motivation.
Who might need support with pain, fatigue, and attendance?
Pain and fatigue can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience pain and fatigue. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
- Be mindful. Be aware of signs that indicate a student is becoming fatigued or experiencing pain, as not all students will recognise or communicate their needs.
- Be flexible and responsive to individual needs. Adapt your support based on the student’s changing needs at that moment, offering alternative activities and adjusting expectations.
- Create an accessible environment. For example, allow breaks as well as flexible attendance/payment options for students who might regularly miss classes.
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support pain, fatigue, and attendance.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Pain and fatigue are common for students with cerebral palsy, with symptoms varying daily. Students may experience muscle tightness, pain from joint or muscle strain, and varied physical capacity. Fatigue can set in more quickly, given the extra energy needed for controlled movement and balance. These factors make it harder for students to attend class consistently.
Learn MorePain and fatigue are common for students with DCD and can affect their attendance in dance. Students often require more cognitive and physical effort to complete motor tasks, which can result in muscle fatigue, cognitive fatigue, joint discomfort, and reduced stamina.
Learn MoreAutistic students may experience fatigue more frequently due to sensory sensitivities, emotional regulation challenges, sleep issues, social pressures, and physical discomfort from co-occurring conditions. These factors can contribute to inconsistent attendance.
Learn MoreStudents with ADHD may experience fatigue from the mental effort needed to sustain attention and regulate impulses, constant movement, emotional ups and downs, and sleep difficulties, which can impact focus, safety, and motivation.
Learn MoreStudents with DLD may experience cognitive fatigue from language processing demands, leading to reduced energy, focus, and class participation, especially when overwhelmed.
Learn MoreStudents with intellectual disability may experience fatigue from the effort required to understand and complete tasks, and frustration or stress from any communication differences, as well as pain from co-occurring health conditions. These factors can contribute to inconsistent attendance.
Learn MoreDynamic disability, while not a formal diagnosis, refers to conditions where symptoms and support needs fluctuate, often unpredictably. Varying levels of pain and fatigue are valid and common among students with chronic pain, fatigue, neurodivergence, or health conditions. Recognising this helps teachers remain responsive, reduces stigma, and creates space for students to participate in ways that align with their capacity in the moment.
Social, emotional, and behavioural functioning
What is social, emotional, and behavioural functioning?
Social, emotional, and behavioural functioning refers to how individuals manage emotions, interact socially, and respond to their environment. Differences in these areas are common and can be influenced by factors like age, disability, trauma, or stress.
In a dance setting, students may have difficulties interpreting social cues, navigating group dynamics, regulating big emotions, or adapting to changes.
Importantly, most students want to do well and feel calm, regulated, and ready to learn. All behaviour is a form of communication. Challenging behaviours (e.g., anger, aggression, avoidance, withdrawal) signal unmet needs that tend to result from a mismatch in the student’s capacity and environmental demands or expectations. They can be triggered quickly or build up across the day. Understanding this can help teachers respond with empathy and make small adjustments to create supportive and inclusive environments.
Who might need support with social, emotional, and behavioural functioning?
Social, emotional, and behavioural differences can be associated with the following conditions:
This is not an exclusive list, and students with other, undiagnosed, or undisclosed disabilities may also experience social, emotional, and behavioural differences. It is important to collaborate with caregivers about each student’s support needs.
Teaching strategies
Sometimes strategies will work quickly, and other times they can take a while. This may depend on the strategy, the individual student, and the context. You may need to be flexible and adaptable.
Enrol in our AllPlayTM Dance: Teacher Professional Learning for Disability-Inclusive Dance course for more specific strategies to support social, emotional, and behavioural functioning.
Our course provides more information about how to support students and encourage open communication between students/families and teachers. It also provides families with accessible resources such as the AllPlay Dance Stories.
Autistic students often experience social, emotional, and behavioural differences due to how they process information, sensory input, and social cues, which can affect their communication, emotional regulation, and responses to changes or stress in environments like dance class.
Learn MoreStudents with ADHD may experience differences in attention, impulse control, and activity levels, which can lead to challenges in emotional regulation, social interactions, and adapting to structured settings like dance.
Learn MoreStudents with DLD may experience challenges understanding and using language, which can contribute to overwhelm and dysregulation or impact their ability to engage, communicate, and navigate group dynamics.
Learn MoreStudents with intellectual disability can experience difficulties with understanding, learning, and communication. This can contribute to confusion, distress, and withdrawal.
Learn MoreStudents with anxiety may experience worry or fear, which can impact their ability to participate, try new things, or engage confidently with others.
Learn More