Task 6C

I have chosen the title Musical Theatre mainly because my original qualification from SLP College was in Professional Musical Theatre, but also because this is where I would like my future career to go. My knowledge and expertise is in this area but also my passion. 

I would like in the future to have a career as a musical theatre tutor, passing on my passion to other students and continuing to work within musicals and performing. I would like to teach post 16 so I can work with students who are hoping for a career in musical theatre so I can work eith them and share my experiences. 

Finally I think this is the most helpful title to achieve this career and is the most relevant to my training and knowledge. 

Task 6A

I chose to look int the tool of surveys, for my inquiry in particular I believe this could be useful in establishing how many teachers have experience working with sensory impaired students, this will give an indication as to how many opportunities there are for sensory impaired dance students. It will also help me to find out how teachers adapted their lessons to include these students if they do have experience in this field.

Later on in my inquiry I also intend to carry out lesson observations as this will give me key information and insight as to how teachers prepare and carry out dance lessons including sensory impaired students. 

Here is a link to my survey, I chose to use survey monkey as I have used their website before and was pleased with how it worked.

https://www.surveymonkey.co.uk/r/2G5LDLG

Please help me by taking my survey whether you are a dance teacher or a normal teacher!

Thanks.

TASK 5B

I found some documents of code of ethics and practice within teaching, specifically post 16 and SEND

http://dera.ioe.ac.uk/6466/1/code_of_practice__revised__for_providers_of_post-16_education_and_related_services__dda_.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Even within the Post 16 PDF there is emphasis on SEND students:

"There are various actions which education providers can take in order to avoid discriminating against disabled people. By doing so, education providers are not only likely to improve the overall performance of the institution but will also minimise the incidence of expensive and timeconsuming litigation. In addition, these actions will assist education providers in complying with the Disability Equality Duty, which all those operating in the public education sector will be covered by either directly or indirectly. The Disability Equality Duty requires all public authorities – including education providers covered by the Part 4 duties outlined in this Code – when carrying out their functions to have due regard to the need to: ■ promote equality of opportunity between disabled persons and other persons ■ eliminate discrimination that is unlawful under the Act ■ eliminate harassment of disabled persons that is related to their disabilities ■ promote positive attitudes towards disabled persons ■ encourage participation by disabled persons in public life; and SI 2005/2966 13 2 How can discrimination be avoided? ■ take steps to take account of disabled persons’ disabilities, even where that involves treating disabled persons more favourably than other persons."

Finding information on a specific code of practice for teachers is harder than I thought, there doesn't seem to be a standardised set of rules, just common sense and good training.

I found some interesting questions online about dancers with disabilities

• What are the economic realities for a disabled dance practitioner?
• 
  
• Is the disabled dancing body more exposed to public consumption than the non-disabled body?
• 
  
• How do we value dance made by and performed by disabled dancers?
• 
  
• Can dance made by disabled artists find its rightful place in our cultural heritage?

"Dancers with disabilities encounter unique challenges. The professional dance community broadly supports the removal of labels such as ‘inclusive performance’. Such labels mark disabled dance artists out as ‘other’. Yet, disabled dance artists and performers like Claire Cunningham, Caroline Bowditch and David Toole are slowly making their mark upon the mainstream dance world. There is, however, a long way to go before disabled dances artists are fully integrated. The InVisible Difference project recognises this."

quoted from http://www.invisibledifference.org.uk/research/overview/

My mum works as a Teacher of the Deaf and I believe this could be a good choice as she can give an inside input on this topic. 

I found a list online of dance companies that use disabled:

dancers http://www.communitydance.org.uk/dance-and-disabled-people/useful-contacts/disability-related-dance-companies.html

http://www.communitydance.org.uk/dance-and-disabled-people.html

I also found a paper on "Barriers to dance training for young people with disabilities" by  Imogen J. Aujla 1 & Emma Redding.

I'm definitely going to give this a full read and find some questions within it.

https://www.trinitylaban.ac.uk/media/1044606/changing_perceptions_barriers_document.pdf

Literature Research

https://www.tes.com/article.aspx?storyCode=6167026

http://www.bbc.co.uk/schools/parents/teaching_assistant/

http://www.skill.org.uk/page.aspx?c=359&p=485

There was an overwhelming answer to my question in these articles...

There are no formal qualifications required to become a Teaching Assistant, however it changes from school to school, from application to application as to what they chose for the necessary requirements.

This isn't particularly helpful when trying to find out how qualified you need to be for the job!

It seems I will need to contact various professionals and schools to find out what they consider to be the perfect teaching assistant.

Task 5A

As a Dance Teacher there are many guidelines and regulations and ethical questions.

Particularly when working with younger children there are ethical considerations

Patience
Professionalism
Organisation
Passionate
Knowledgeable
Experience
Dedication

I found a good page online at http://ausdance.org.au/articles/details/code-of-ethics-for-dance-teachers

"Code of ethics

1. Studio principals will have clearly defined aims and goals. The benefits an individual student can expect to receive through staff's conscientious implementation of these aims and gaols will be clearly stated.
2. Studio principals will make sure that the school and its staff is capable of providing any services claimed.
3. Studio principals will employ teaching staff with the experience, knowledge and/or qualifications required for the range of levels and techniques being taught. Student teachers will be trained and supervised to ensure the school’s teaching standards are maintained.
4. Studio principals will provide effective assessment procedures and will ensure that students and parents receive, or have access to, advice when necessary.
5. Studio principals will conform to sound business practice and provide an efficient fee system.
6. Studio principals and individual teachers will ensure that class sizes are suitable to the levels and techniques being taught. Students in each class will be of a similar age and/or standard.
7. Studio principals and individual teachers will ensure that facilities provided:
   • conform with minimum safety and space requirements
   • have suitable flooring, with a safe surface designed and constructed to minimise risk of injury.
8. Individual teachers will use effective and flexible teaching skills to create a productive learning environment. Individual teachers will:
   • strive to communicate a love of dance
   • show professional attitudes, including punctuality, reliability and responsible care of students
   • strive to develop self-discipline and self-motivation in the students
   • encourage and support the individual in the class situation
   • present general concepts of movement as well as those of a particular dance style.
9. Individual teachers will recognise the role of dance in the development of the whole person. They will also seek to recognise and develop each student’s potential, whether it lies in dance or in related fields, and offer appropriate guidance for further progress.
10. Individual teachers will endeavour to recognise physical anomalies, modifying their teaching and seeking medical advice when necessary. The teaching and choreography must be anatomically safe, and teachers must be prepared to deal with medical emergencies.
11. Individual teachers will strive to develop in the students an appreciation of the characteristic style of each specific technique taught.
12. Individual teachers will take responsibility for seeking more knowledge in all aspects of their work."

How you correct children through physical means is a big ethical conundrum

Do you touch a child?

How do you touch a child if you chose to?

When is it appropriate?

How do you make the child feel comfortable?

These are questions I would like to think about.