Sample “Dance Individual Education Plan.”

This new and innovative idea is still being ironed out, but below is our current “Dance Individual Education Plan” Plan. This is a work in progress as we here at Autistic Wings Dance Company, along with members of the Community, figure out what works best for our dancers and our staff.

(John Jr is a fictional dancer. His medical history, abilities, and needs are all fictional as well. John Jr does not depict any person, living or dead.)

Student Dance Education Plan

Section 1 – Background Information

Date of Meeting: Sept 2, 2024

Purpose of Meeting: Establishing an individualized IEP Plan

Student Name: John Doe Junior

Date of Birth:    Jan 1, 2010                                                     Age: 14

Street: 123 Anywhere Ave

City:      Colorado Springs                                                        Zip: 80901

Telephone:        719-555-5555                                              

Male:__X____ Female:_________ Other:__________

Parent/Guardian Email (If Applicable):

Parent 1/Guardian 1’s Name:__John Doe Sr______________________

Street Address: ___123 Amywhere Ave___________________________

City:      _Colorado Springs_______________                            Zip:___80901________

Telephone: _719-555-5555_______________

Email: _________________________

Parent 2/Guardian’s Name: __Gizele Doe______________________

Street Address: __(Same as Parent 1)____________________________

City:                                                                                 Zip:

Email:

Section 2 – Present Levels of Dance Performance and Individual Needs

1 - Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style.

Present Levels: Dance Development

                              John has been dancing for five years now. John stays attentive through the entire class, yet has not progressed past entry-level dance classes. John shows promise on understanding musicality. John knows his 5 ballet positions. John can perform ballet steps and combos, but cannot name the steps and combos.

Present Cognitive Levels: John is slightly below his chronological age for cognitive development.

Present Language Levels: John can communicate verbally. However, John shows some delay and difficulty understanding verbal language. John is understood by both peers and teachers.

Abilities: John has mastered leaps and turns, though he has not left Ballet 1 due to his difficulties in Jazz and Tap. John is flexible and graceful across the floor. John has perfected all five ballet positions. He can keep count in ballet, and shows almost perfect musicality.

Needs: Due to John’s audio processing issues, John needs to be “shown” what to do in class.

John needs consistent choreography. He does not respond well to sudden changes in the choreography minutes before a performance.

John requires video of the teacher or another student performing the choreography to practice.

In Tap Class, John struggles with the noise of his shoes. The use of So Danca AC11 to muffle the sound of the taps may help this problem. As might the use of Loops during class.

2-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.

Present Levels: John has age-appropriate social interactions with his fellow dancers and adults. However, John is introverted and does seem to be convinced his autistic traits will keep him from forming friendships.

Abilities: John is able to carry on conversations at an age-appropriate level.

Needs: John is introverted and takes a while to warm up to new situations and people. Staff will need to monitor interactions of other dancers with John, watching out for any signs of bullying due to this warm-up period.

Present Levels: While John knows he is a good ballet dancer, John feels as if all of his fellow dancers are silently judging him for his autistic traits. He does not accept criticism easily, taking it quite personal.

Abilities: John can show some pride in his accomplishments.

Needs: Teachers and staff need to guide John, not criticize John. Correct, not point out flaws. Praise first, then give suggestions for how to correct form and behavior.

Present Levels: John does not currently interact with his fellow dancers at his current studio

Abilities: John is able to interact and function within a large family setting and with friends outside of the studio

Needs: This goes back to John’s feeling of being different and inferior. Building up John’s self-esteem and showing that the staff believes John is a part of the Autistic Wings Dance Company Family will go a long way to helping in this area.

3-Physical Development: Describe the student's motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.

Present Levels: John has an audio processing disorder. John has been diagnosed with Hyper-focused ADHD. John had moderate dyslexia, and has severe dysgraphia. John has a stutter. John has issues with spatial recognition.

Limitations: Due to John’s dysgraphia, John flips shapes and objects around in his mind. John has trouble navigating the stage once objects are placed on the stage. John also shows difficulties in reading and writing.

Needs: John will need extra time in tech to get used to where the props are on stage.

John will need extra time when taking written Ballet Placement tests, and should be granted some grace in the case he chooses the wrong pictures in a multiple choice question.

John may require help reading in class, especially when cold-reading scripts.

4- Measurable Goals as determined by dancer, parents/guardians, care team, and dance teachers. There should be a section for each class the dancer is enrolled in. Measurable Goals can overlap between classes, but should be focused on that specific class and what the dancer is receiving in that class.

Present Level: Ballet 1

Abilities: John shows a desire to move up to Ballet 2 so he can continue progressing in his ballet education.

Short Term Goals: John has yet to progress due to his inability to pass the written test for entry into Ballet 2. The focus should be on helping John feel comfortable with the tests, both written and performance.

Long Term Goal: Pre-Pointe/Ballet 3.

Present Level: Jazz 1

Abilities: John shows the ability to perform the movements.

Short Term Goals: Helping John learn to have less rigid movements, and flow into the jazz.

Long Term Goal: Learning to respect and enjoy the movements of jazz.

Present Level: Tap 1

Abilities: John shows the rigidness needed for Lyrical, Broadway, and Rhythm Tap.

Short Term Goals: Work on finding a way to help overcome the sound sensory issues John is facing in tap class.

Long Term Goal: Help John loosen up so he can perform Urban Tap and Brazilian Tap.

Section 3 – Other Goals

1 – Performance Goals

Present Level: John shows no issue once in the Wings of the stage. However, Call to Stage by himself is problematic.

Abilities: With proper calls to stage, John can navigate his own way to the stage and arrive on time for his cues.

Needs: John needs help knowing when his piece is being called to the stage.

2 – Community Events

Present Level: John shows age-appropriate interaction with community events, and is not easily overwhelmed at such events.

Abilities: John can participate in Open Houses and parades.

Needs: Shows at different places around town can easily cause sensory overload. John would prefer to have the show in one place (a sitting show at a theatre), and have the audience come to him.

Section 4 - Signatures

(Names and Signatures of Staff, Teachers, Parents/Guardians, Care Team, and Dancer go here)