This is a training document for Ausdance VIC

1. Inclusion and Access in Dance
5 areas where you can make a big difference

2. What Is Meant By Access?
‘Access’ refers to the physical space in which the
dance activity is to be held, the content of the dance
activity, and administration and promotional
materials supporting the activity.
The degree of access required will depend on the
characteristics of the participants you are targeting.
For example if your class is for active and agile
people, then it may be fine to hold a dance class in a
studio on the second floor of a building without a
lift. But if you are targeting people who use mobility
aids, then the stairs will present a barrier.
Don’t forget that if an injury or health event occurs,
your dance space may not longer be as accessible as
you though
Bear in mind that by holding the program in a space
without full access, this activity cannot be promoted
as being fully inclusive.

3. The physical space
A fully accessible venue is one that participants can physically enter and use
all necessary parts of the facility. This includes toilets and may include
changing rooms and/or kitchen facilities.:
1
Is the venue accessible by public transport? What is the distance
between the public transport stop and the venue?
2
Can everyone enter the venue and get to the dance space,
including those who use mobility aids, eg: wheelchairs, walkers?
3
Is parking available, including parking for people with disability
permits?
5
Are toilets for people with disabilities available?
Is water readily available?

4. Administration and promotional materials
Think about all aspect of administration from the participants’
point of view, from searching for a dance activity or program
online, making enquiries and payments, enrolling or signing up,
obtaining more information and providing feedback.
1 How is information provided?
Are all support personnel (eg: the assistant who answers
a phone call from a potential participant) trained in how
best to communicate with people from a diverse
backgrounds?
Are participants able to receive updates about the
class? For example not all older people use email so
may miss out on communications that are sent only
via email.
2
3

5. Administration and promotional materials
Websites and printed materials
1 Do these conform to best practice for accessibility in relation
to design and language used?
Remember to check with your participants as to any
access needs that you may not have thought of.
2
3 What have we missed?

6. Class content and delivery
Tasks
1 Are tasks pitched at an appropriate
level for the participants
2 Are a range of options offered?
3 Are participants reminded to “dance with the
body they have today”, ie: work at a level that
is appropriate for them today
Sound
1
2
Is the teacher speaking with clarity and at a
volume that can be easily heard at all
times?
Is the music turned to the appropriate volume?
Is the sound supporting the activity ie: is it
at an appropriate tempo?

7. Potential Barriers to Participation
Despite your best efforts to create an inclusive atmosphere in a class
taking place in an accessible venue, individuals may still experience
barriers to participation. Some barriers include:
1 The cost of the class may be a barrier for some people
2
The time the class is scheduled may be too early or too late
in the day. This is particularly relevant in residential aged
care facilities where classes are ideally scheduled when
residents are likely to be most alert, and between meal times
3
The temperature in the room may be an issue for some. People
living with multiple sclerosis may be particularly sensitive to
room temperature with extremes of heat or cold making their
symptoms worse (Multiple Sclerosis Trust 2019).

8. Individual responses
People are infinitely variable and there will never be a ‘one size fits all’ approach.
1
Some people experience intolerable levels of
pain when doing any increased amount of
physical activity. Others may feel good in the
class but then experience heightened levels
of pain the next day
2
For some people, fatigue is an issue,
either during the class or as a
delayed reaction
3
People may be embarrassed about the
possibility of a health condition being
noticed by others in the class. Some
examples are the tremor experienced by
a person living with Parkinson’s Disease;
incontinence or flatulence.

9. More questions about Inclusion and
Access?
Write your questions down and we’ll address them in the tutorial or chat.