Specific methods of offering movement, warm ups, etc., are covered in the full Flying Footless course. The following is a list of some of the things that studios and instructors can do to make their spaces/classes more welcoming for the Deaf, Neurodiverse, and Disability community. This list is just a beginning and is in no way complete.

*Communication is key. Rather than assuming that a person can or cannot do something, or the language that they use…discuss what works for them.*

Preparations

  1. Connect with participants in advance whenever possible. Preparations tend to be much smoother and easier when done in advance. Ask about accessibility requirements and language that participants use.
  2. Connect with the Disability community and began to create lists of sign language interpreters, audio describers, so you have access to these services when needed.
  3. Create access notes for classes, websites, events, etc. This way people know what they are getting into and can decide if it works for them that day.
  4. Learn sign language (from a Deaf person).
  5. Consider having a board to write on as an additional way for students to take it information.
  6. Clear obstacles in your space and hire an accessibility consultant to help with your space set up.
  7. Have chairs around so that participants can sit down. This can benefit many people.
  8. Have a chair by the door so that people who need to sit to take their shoes off, have a place to do so. Consider not enforcing the shoes off policy (my prosthetic feet were attached to my shoes for over a year…I literally could not take my shoes off).
  9. Loud music and bright lights may not work for everyone. Consider asking and having options.
  10. Reflect on the language that you use. Wheelchair-bound, impairment, crazy, etc are all words that I suggest avoid using. These terms put disability and madness in a negative light. A wheelchair is a very useful tool. Again, this is individual and some people do use these words. Ask your participants what language they use when referring to themselves or if there is any language that they avoid. Make a list of words that you can use instead of hurtful ones (ie ridiculous instead of crazy).
  11. Another note on language… not everyone likes the word Disabled. Ask which words they use.

Here are some questions to consider asking:

  • Are there movements that you want to avoid?
  • Is there anything that I can do to help you?
  • Is there any language that you would like me to avoid using?
  • What language do you use when referring to your…Disability/body/limb difference/etc.?

Please note: asking someone what happened is irrelevant. The person may have been through a traumatic event and if so, they may not want to share that with a stranger. They also get asked that all of the time. If the person was born that way, they may feel badly because they don’t have a story.

During Classes

  • It is a fine line between being too helpful or trying to do too much for students, or on the other end, ignoring them completely. If you see that someone is having a hard time or something is not working, offer assistance. If they say no, go with that.
  • Tell your participants that it is okay to take breaks and leave the room if needed. Don’t take it personally if someone leaves the room. Breaks and self-care are important.
  • Remember that participants live in their bodies every single day. What may seem impossible can be a regular thing for them because they have adapted to their situation. They are experts of their bodies. Try not to make assumptions. Work collaboratively.
  • After class, ask for feedback.

A FEW THINGS TO KEEP IN MIND

  • This is a life-long learning process.
  • Don’t be too hard on yourself. There is a lot of information and it’s easy to get overwhelmed when trying to change many things at once. Make small consistent changes and gradually implement more and more as it makes sense.
  • Language matters. Here are some ideas on how to approach it. Consider that not all people have all body parts and not all parts move the same.
    • “Top of your body.”
    • “Lowest part of your body.”
    • “Place your hands here if you have hands”
    • “Place your foot or whatever you use as a foot or whatever you think of as your foot, or the end of your leg, here”.
  • Things like “find your own version of this exercise”, can often be useful for participants who have experience with movement.
  • Consider the exercises you are choosing based on your participants. If a participant does not have feet, it could be very traumatic if you do something that focuses on feet for a long period of time. It also might not be traumatic at all… it could be helpful. Communicate with your participants and check in with them.
  • Mistakes happen all of the time! If you say something and realize later that it might not have been the best choice… acknowledge it and apologize. I make mistakes every day!