Sample “Dance Individual Education Plan.”

Autistic Wings Dance Company’s Dance Studio version of an IEP is possibly the first of it’s kind in the nation. We have taken everything that works with an IEP and tweaked it for the dance studio.

Focusing on more than just learning styles, Autistic Wings Dance Company’s Dance Studio IEP incorporates sensory issues and secondary diagnoses into our dance IEP. We aren’t going to force a dancer to wear tights if the dancer has sensory issues with tight clothing around their legs.

Check out the current version of our Dance Studio IEP below.

Autistic Wings Dance Company

Dance Individual Dancer Educational Program

Student Name: [Insert Name]
Parent/Guardian Name (If applicable):

Parent/Guardian Name (If applicable):

Date of Plan Creation: [Insert Date]
Instructor(s) Name(s): [Insert Instructor(s) Name]
Review Date: [Insert Date]

1.      General Information

  • Student Diagnosis: [Autism/ADHD]

  • Additional Diagnosis: [List other known medical issues such as dyslexia, dysgraphia, sensory issues, texture issues, heart problems, seizures, GI issues, diabetes, low blood pressure, and such that could be something that affects the dancer during class/rehearsals/shows]

  • Known Allergies: [List all known allergies, whether or not it seems like something one might come across in dance. Some special effects have known food allergens in them. Ink can be soy-based. Some theatres have known mold problems. Some costumes include known allergens such as soy.]

  • Known Sensory Issues: [List all known sensory issues. Examples include lights, sounds, smells, texture issues]

·        Present Cognitive Levels: [Is student age-appropriate level for cognitive levels? If not, describe the student’s present cognitive levels.]

 

·        Present Language Levels: [Is the student at age-appropriate levels for receptive language? Expressive language? Does the student use assistive technology to communicate? ASL?]

 

·        Present Social Development: [Describe the quality of the student's relationships with peers and adults, feelings about self, social adjustment to school and community environment and behaviors that may impede learning in dance class.]

 

·        Present Physical Development: [Describe the student’s current physical development, including describing small motor and gross motor skills, ability to balance on their toes, ability to balance on one leg, ability to raise/move arms]

 

  • Student Strengths:
    [List the student’s strengths, creativity, or focus areas.]

  • Student Interests:
    [Note interests that can be incorporated into dance activities, such as favorite music, props, or themes. Also note interests that could be more challenging to incorporate into dance activities]

  • Parent/Guardian Input (if applicable):
    [Include insights or goals shared by the family to align the program with the child’s needs.]

  • Student Input:

[include insights or goals from the student]

·        Input from Autism Therapy Team (if applicable):

               [Include insights from all members of the student’s team]

·        Input From Other Interested Parties (if applicable):

               [Include insight from anyone else the student/parents desire to be heard]

2. Goals and Objectives (Repeat This Section Per Class)

  • Short-Term Goals (2–3 months):
    [A goal that can be accomplished in a few weeks to a few months. This is something close at hand. This can be anything from paying attention during class for five minutes, working towards 1st position, going from the PreDance Program to the Leveled Dance Classes, making the pre-professional program, going to college, auditioning for a Broadway musical. But this is within reach and can be easily obtained.]

  • Mid-Range Goals (6-12 months):

[A goal that can be accomplished easily during the season. This goal should be something that can be obtained during the season, or next season. Examples can include paying attention for the entire class, participating for the entire class, making the pre-professional dance program, going on pointe, As the student progresses, this goal will move up to “Short-Term” and be replaced by the Long-Term Goal below.]

  • Long-Term Goals (12 Months +):
    [Longer term goals, including but not limited to graduating to the next level of dance, joining the pre-professional program, joining the professional company, going to college, dancing on Broadway. These goals may seem long off, but with work, this goal will move to Mid-Range, and then to Short-Term. However, always replace this goal with a new goal to strive towards.]

  • Classroom Environment Accommodations: [Example: Dimmed Lights, Quieter Music, ability to sit and observe for a few minutes, need for more frequent water breaks, need to be towards the front of class]

3. Accommodations and Supports

  • Instructional Methods:

    • Use clear, concise verbal instructions paired with visual demonstrations.

    • Break down complex movements into smaller, manageable steps.

    • Allow students to choose between verbal, visual, or physical prompts.

  • Pacing and Flexibility:

    • Adjust class pace to suit the student’s processing speed.

    • Allow additional time for mastering movements or routines.

4. Progress Monitoring

  • Assessment Methods:

    • Observational Notes: Record how the student engages in activities and adapts to challenges.

    • Milestone Tracking: Note progress in achieving set goals.

    • Feedback from Caregivers: Incorporate input regarding the child’s behavior and comfort outside of class.

  • Documentation:

    • Weekly reflections by the instructor (e.g., “Student demonstrated improved participation in group activities this week”).

    • Photos/videos (with caregiver permission) for visual tracking of growth/practice of choreography at home

5. Communication Plan

  • Instructor-Family/Adult Dancer Communication:

    • Frequency: Weekly or biweekly updates via email, phone, or in-person meetings.

    • Content: Share progress, challenges, and upcoming goals.

    • Additional Information: Any new diagnosis should be relayed to the studio. Along with any new therapy techniques being used that could be brought into the studio to help the dancer succeed in both dance and in therapy.

  • Student-Instructor Interaction:

    • Regular positive reinforcement to build confidence.

    • Direct check-ins to understand student needs during/after class.

    • Student will tell Instructor about any outside stressors that could cause autistic quirks to flair up. (

6. Inclusive Performance Plan (Optional)

  • Performance Goals:
    [Goals can range from being part of a small, class-only performance, to performing in the studio recital, to performing in the studio shows, to performing in the studio’s annual dance concert/community performances]

  • Accommodations for Performances: [Examples: Dim stage lights, ask audience not to clap, have student wear Loop Earplugs, help reading/understanding call sheet, help keeping all costumes straight, help navigating backstage, help with costume changes]

7. Review and Adjustments

  • Review Schedule:

    • Conduct reviews every 3 months to evaluate progress and adjust the IDEP as needed.

    • Collaborate with caregivers and, if appropriate, other professionals involved in the dancer’s development. (If applicable.)

  • Adjustment Areas:

    • Modify goals based on progress or new areas of interest.

    • Add new accommodations if challenges arise.

President Signature: ___________________________ Date: ______________

Parent/Guardian Signature (If applicable): ______________________ Date: ______________

Dance Signature: __________________________________ Date: ___________

This Dance IDEP framework ensures that every child on the Spectrum has a tailored, inclusive, and supportive experience in dance class, fostering their unique abilities and love for movement. While this Dance IDEP is overreaching and discusses everything in our studio, there are “Snap Shots” for each class. Please see the attached documents.

 

(Dancer’s Name)’s Dance IDEP Abstract for (Dance Class)

Important Diagnosis Affecting (Dancer): [Class specific diagnosis]

Studio Wide Accommodations: [Examples: lower lights, turn down volume, allowed noise canceling headphones between classes]

(Class) Specific Accommodations: [Examples: allowed to stay at barre longer while working on jumps until they feel confident enough to try across the floor by themselves.]

Goals For (Class): [List short, mid, and long term goals]

Plan to Achieve Goals:

Short Term:

[List the plan on how to achieve short term goal. Example: Learn step hop.]

Mid-Range:

[Explain the plan to achieve this goal. Example: Dancer will practice chaney turns at home for at least three minutes daily.]

Long Term:

[Explain Steps Needed to achieve this goal. Example: Show proficiency in warming up/barre work, port de bras, demi-plies, ballet walk, transfer of weight, sautes, petite jetes, spring points, galops, step hop, and parallel assemble to move from Ballet I to Ballet II.]