What we take for granted is celebrated by special educators. When the ‘normal’ world is busy seeking social and academic perfections in children, special educators are busy “tapping into the hidden talents of every special child. And, this does not happen using table top methods or academics, but “by teaching using art, dance and theatre,” explains Sarbani Mukerjee Mallick, who was one of the speakers at a recently-held seminar — Samhati, a Remedial Dance and Movement for Special Educators.
Organised by CMTAI (The Creative Movement therapy association of India), the seminar at Shoonya, featured Tripura Kashyap (movement therapist), Dr Uma Hirisave (clinical psychologist, NIMHANS), and Sharbani (founder-director and managing trustee of Bubbles Centre for Autism in Bengaluru).
It was aimed at creating awareness on the importance of movement for children with special needs. The three-hour session broke many misconceptions about special education as well. The idea of a world bent double with depression and anxiety were replaced with positive thoughts, dedication, appreciation and celebrations.
Sharbani facilitated her talk with short video clips showing how dance, theatre and physical activities can be used to work with children with special needs. “Movement helps us in recognising the strength of each child, enhances daily life skills, establishes a social connection and helps them explore emotional expressions too,” she said. “The other word for autism is anxiety. These core issues which are clinical in nature cannot be addressed with academic sessions or table top activities. We need to get out of the clinical set up and use the visual and performing arts to help these children overcome their difficulties.” Sharbani said children from her institution had staged plays, which were well received. “It does talk about the ability which is hidden in each one of them.”
“We celebrate every tiny improvement. We know these children have cognitive issues, need motor skills improvements etc. We know their impairments and cannot work with them using regular teaching methods. If your right arm does not work, you will try new methods to use it. We should think in a similar way when we work with them. If we have to work on all these issues. We cannot force them to fit into a regular mould. That will destroy the child. Our children need accommodation and an environment that helps them grow and bloom. Today, even regular classrooms are devoted solely to academics. I find children are put through immense strain when they are expected to excel in every field.”
Sharbani also shared the case study of a 17-year-old autistic boy who “smiled after a year and now makes regular eye contact. That calls for celebrations.”
Dr Uma Hirisave, threw light upon the different aspects of development from a child’s perspective. She too believes every individual should be a receiver and practitioner of an art form as “I believe in the power of expressive therapies of art. Dance, being a form of expressive therapy, is useful and can be effectively incorporated by special educators as these forms help children excel and also improve their self esteem.”
The final touch for the seminar was a movement class by Tripura Kashyap, who founded CMTAI. She moved all the chairs, mats and converted the ‘seminar’ ambience into a stage set for a performance. Every educator, housewife or mother who was present was made to move. “It is not about the style or form, but just movement,” instructed Tripura. “You see teachers themselves have so many inhibitions that they forget to focus on those of children.”
She made every one stretch in various ways and move around the hall. While they moved they had to connect with what they felt in their minds, levels were focused (high and low) and finally the focus was narrowed down to the tip of one’s finger which had to be followed while moving. So from a vast space and larger movement the movement grew smaller and narrower.
“Movement connects you to emotions. So do whatever you feel like,” said Tripura to ringing applause.
“It is such a welcome relief for the child to be told to ‘do whatever he wants’ when they have been been restricted in many ways with rules,” said Uma. Tripura connected that to contemporary dance, which gives the dancer the freedom to do whatever he/she wants. “Classical ballet has its boundaries and every move is stylised and specific. Even the way a finger is lifted has specifications. That is where contemporary dance comes in as it gives the dancer the freedom to move in any which way.”
She spoke about offering a special training programme for special educators or anyone who is interested in working in this field. “It is geared to addressing physical, emotional, intellectual needs and issues of children in different age groups with challenges such as autism, Down’s Syndrome, developmental delays, learning disabilities, emotional disturbances, physical disabilities, ADHD etc,” she said.
Mail danceandmovement63@gmail.com for details.
