Performance Psychology: Neurodiversity in the performing arts and nurturing students’ strengths and abilities

This session will introduce the fundamental principles of neurodiversity – including, but not limited to autism, ADHD – in the context of performance and dance training. The session is for educators, practitioners, and choreographers. 

Looking at performance psychology and neurodiversity, we’ll explore how traditional pedagogical approaches often overlook how to recognise how neurodiverse students think and learn. This can limit their development and sometimes cause unnecessary stress or emotional harm.

The session will explore how moving away from a deficit-based approach makes a real difference. By understanding and building on each pupil’s strengths, teachers can help unlock greater creative and technical potential.

Learning intentions:

1. An introduction to neurodiversity – definitions of terms within medical and social interactional models.

2. An introduction to a neuro-affirmative approach and support for neurodivergent pupils

3. To explore communication and sensory differences and regulation in the studio, and harnessing neurodiverse qualities such as intense focus, and lateral thinking for artistic advantage. 

4. To learn about practical strategies as tools for creating inclusive, supportive, and differentiated learning environments. 

About the speaker

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