Teaching Artist Toolkit: 

Working with Participants with Disabilities

The Teaching Artist Toolkit contains practical information related to teaching artist practice with disabled participants/participants with disabilities.

The toolkit can serve as an introduction to those who may not have experience working within the disability community and as a refresher for those who do.

This living document was drafted by this volunteer working group as a place to gather tools, ideas and plans. We recognize that many people around the world are doing this work and hope this toolkit will continue to grow with input from teaching artists and community members.

Watch the video below to learn more about the Teaching Artist Toolkit. To watch with captions, please view the video in YouTube and click on the cc option on the bottom right of the screen.

Teaching Artist Toolkit: Working with Disabled Participants/ Participants Living with Disabilities

This is a working document of considerations and tools for working with disabled participants/participants living with disability, drafted by this volunteer working group*

This toolkit serves as an introduction for those who may not have had experience working within the Disability Community and as a refresher for those who do.

Art and teaching are fluid, evolving practices, we hope this toolkit will continue to grow with input from teaching artists and community members.

*See External Resources section of this site to tap into the work our colleagues have been doing around the world.

Getting Started 

Consider these 5 ‘E’s for the communities you are working with:

Environment, Expectation, Engagement, Encouragement, Evaluation.

Are there ways you can plan to be inclusive in a general sense always? (i.e. we may be in community with folk who don’t identify with disability/or have named having a disability but could still benefit from extra clear language, visuals, reminders, etc.)

Ask in advance about access needs (realizing that some may not be ready to disclose, so be prepared for multiple possibilities).

The tips and questions below can help your planning process. 

You can view some sample lesson plans to support your own planning process here: Sample Lesson Plans

Tools and Tips: 

Putting it into Practice

How might you plan for access in the following scenarios?

Scenario 1:

One of your participants is wheelchair user. How will you ensure that everyone can participate fully in your session? 

Examples:

Consult with someone with lived experience 

Ensure: 

• All materials are placed within reach

• The space is accessible - there is room to navigate and there are ramps or elevators

• Chairs are available for those who might need them

For sessions involving movement/dance:

• Provide movement/choreography choices 

• Lead a seated warm up for all participants 

• Have a class assistant who can model seated versions of activities (i.e. for flamenco, upper body dance moves, tap/flamenco rhythms with maracas other tappers)  

• If it is not possible to have an assistant, model both seated and standing versions of activities

Scenario 2: 

Multiple Neurodivergent participants will join your session. How will you ensure that everyone can participate fully? 

Examples:

Create a space where participants can take a break. For more information visit the Quiet Space Resource

Have a visual agenda or plan in a visible place – let participants know what is coming

Be aware of sound and light levels (e.g. use snapping or deaf applause to celebrate success rather than clapping)

Have noise dampening earphones and sunglasses and fidgets on hand

Allow extra time for responses/processing (avoid continual prompts)

Use plain language

Do not force eye contact or physical proximity

Provide clear and specific feedback

Avoid metaphor and sarcasm 

Use visuals in addition to text

Review and Reflection

Specific Questions/Considerations An evolving list (by community):

Blind and Partially Sighted participants

• Mark the space for any changes in level of floor (stairs) and/or areas to avoid/be aware of (reflective and tactile markers)

• Describe yourself and the set up of the space

• Use large font 

• Digital and braille versions of printed materials and presentations

• Audio description

• Identify yourself when speaking and say ‘end of thought’ when you are done speaking

• Verbally describe visuals

• Tactile models (artwork, maps, etc)

• Ask first (don't assume someone needs help)

D/deaf and Hard of Hearing participants

• Sign language interpretation

• Speak directly to the person who you are communicating with, not to the sign language interpreter.

• Captions (caption video and live captioning for events)

• Assistive Listening Devices 

• Written instructions for activities (printed and digital)

• Ensure your mouth is visible when you are speaking

• White boards

• Learn a few sign language greetings/words related to your work/instructions

• Use deaf applause 

• Ask first (don't assume someone needs help)

Non-Speaking* participants

• Online tools (Google Translate, type to text) 

• Opportunities to respond to questions or prompts in writing rather than verbally

• White boards

• Non-verbal activities (dance, art, writing) 

• Visual choices 

• Choice making and self-direction

• Ask first (don't assume someone needs help)

*Remember that non-speaking just means that someone does not speak mouth words. This does not mean they are non-thinking. It does not reflect their level of comprehension, ability to communicate, or intelligence.  

Neurodivergent participants

• Designated an area for sensory breaks/a moment of quiet

• Can I have fidget toys/other available? 

• Be aware of sound and light levels

• Have a visual agenda/plan in a visible place – let participants know what is coming

• Support transitions and provide clear information if the schedule needs to change

• Allow extra time for responses (avoid continual prompts)

• Have noise dampening earphones/earplugs and sunglasses available

• As a default, use snaps or deaf applause in anticipation for those who may have noise sensitivities

• Provide information about the sound level of activities

• Use large font on materials/boards

• Use plain language 

• Support verbal instructions and text with images that are appropriate for participants’ chronological age

• Have sensory supports/fidgets available

• Participant choice making and self-direction 

• Invite them in, don't force participation

• Ask first (don't assume someone needs help)

Wheelchair and mobility device users (walkers, canes)

• Ensure participants can move easily about the space.

• Is there somewhere to store mobility devices?

• Is the space accessible?

• Are materials within reach?

• Provide options for movement activities: seated movement, upper body movement, tap/flamenco rhythms with maracas other tappers, options to use varied body parts in choreography (circle your head/elbow/foot, etc)

• Provide tools with varied grips and handles

• Don't touch someone's mobility device unless you are asked to

• Ask first (don't assume someone needs help)

What would you add? 

Once you've engaged with the resources, fill out the survey on the last page of the website to share your thoughts, questions, and recommendations.