​Many adults with learning disabilities struggle with unpredictability, and enjoy structure and routine. It creates a kind of safety as they know and understand what to expect and what to do. Providing a clear, repetitive lesson structure helps with this. I have seen through observing a range of dance classes different ways this has been achieved. ​

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Natural Structure.

Some classes such as ballet classes have a natural defined structure, usually beginning with a warm up followed by barre work, slow centre exercises (or adage) followed by quicker exercises and jumps (allegro). An easy format to predict for those who favour routine.

You may think that ballet is not suitable to teach adults with learning disabilities as it can be complex and difficult, but as long as exercises are adapted, adequate time is given to teach new steps, tempo is altered and consideration is given to student needs then this can be a successful option for this client group. Some students may thrive in your existing ballet class providing the above individual adaptations are made as required, or some may benefit for classes designed specifically for their needs.

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Phrase Repetition.

Some dance classes that are based around learning movement phrases can provide another suitable structure. Most classes will begin with a warm up, if this is the same each week it provides a predictable element. If the class then moves on to learning a phrase each week this is another constant. Teaching new material is not a problem as long as it is an expected activity. When phrases are being taught then repetition to aid memory, and practice skills will be necessary, and this forms another routine. However it should be noted that this can still get boring, altering the format slightly by a change of music, or facing another direction in the room can add interest without being too far from the accepted structure or learnt phrase.

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Structure with Accepted Variations.

A structure can even be maintained when changing material is used each week. For example in an improvisation class, the material will change and new exercises might be used to create movement. Again this can be work if these things are done within an accepted routine and there is clear explanation and warning about what will be happening. Again a predictable warm up to begin the class sets a constant. A brief discussion about the class activities allows student to know what is coming. Teaching a selection of exercises that can be built upon and developed provides an element of repetition. Regularly occurring breaks at the same time each week again provide a comforting predictability, and finally closing with a cool down is a constant signal of the end of class. ​

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Lesson Plans.​

I have seen that teacher that create a lesson plan have a greater success when working with adults with learning disability. It allows the teacher to design a lesson that takes into account student needs, it also allows them to create exercises that work towards specific goals making the class more valuable. If a teacher has planned exactly what they are doing they can forewarn students giving predictability, it also allows the students progress to be tracked and monitored. I found that lesson plans are one of the most valuable teaching tools.