Something for everyone – How inclusive Christmas performances can help children with SEN
Find ways to include children with special educational needs in your festive performance and make their parents’ Christmas, says Adele Devine… Your Christmas performance may seem like the time to showcase those children who cooperate, speak beautifully, sing, smile brightly and love getting dressed up – their parents may have high expectations, and it’s natural […]
- by Adele Devine
Find ways to include children with special educational needs in your festive performance and make their parents’ Christmas, says Adele Devine…
Your Christmas performance may seem like the time to showcase those children who cooperate, speak beautifully, sing, smile brightly and love getting dressed up – their parents may have high expectations, and it’s natural to want to create the perfect performance they anticipate. You want parents to congratulate themselves for finding such a wonderful place to nurture their wonderful child. But what about the parent of that child who does not yet speak, the child who hates any noise, the child who needs routine, the child who will point blank refuse to wear a costume, the reluctant performer who will resist stepping foot on stage? What if the Christmas play fills one or two of your parents with dread?
Do they imagine that they’ll be watching through their fingers, feeling their child’s anxiety, anticipating what might go wrong? Do they worry about the glares from other ‘perfect’ parents, questioning why that one child has to be there, messing everything up?
Shift your focus
It’s true that Christmas can be a trial for children with special educational needs. As the rest of the school gets into the spirit, they may be overwhelmed by sensory challenges and anxieties. But as Salvador Dalí once said, “Have no fear of perfection – you’ll never reach it.”
You may be inclined to choose the reliable Mary who will rock the baby Jesus, rather than swing him by the leg, but stop and think about what makes these plays magic. Think about how all those parents and grandparents in the audience will feel. Imagine how you would feel if you had the child who was least likely to sit, to sing or even make it on the stage.
This year, when the play comes around, shift your focus. Rather than thinking ‘perfection’, focus on creating those ‘can do’ moments. The play may not go as smoothly as usual, but it will leave parents deeply moved. They’ll see that your setting has somehow got the point of all this crazy chaos. You’ve thought about each individual child and made sure that every parent gets to experience the happy tears described below. Christmas plays are not about putting on a professional performance; they’re about supporting, loving and ensuring every child has a chance to shine.
Case study 1: ‘A special narrator’
Stage fright Christmas changes made Zane anxious. As we planned our Christmas play, we wondered how we could set him up to succeed. The previous year the play had caused him such anxiety. Despite making it to some rehearsals, when it came to the day he refused to leave class. His mum understood when Zane did not appear, but we wanted her to enjoy the play with other parents and see what her little man could do.
The right part Zane had excellent speaking skills and liked technology. I wondered if we would be able to record him being a narrator. We knew it would take time, so we recorded his narration bit by bit. Sometimes Zane refused, sometimes he was not in the right mood, but over time and with a lot of editing, we got a lot of the narration recorded. Another thing that had made Zane anxious the previous year was that during the play Mum was in the school hall and he could not be with her. To counteract this, we arranged for him to watch the play with Mum. He had recorded his part already. Zane had a social story and a schedule, so he knew exactly what to expect. I didn’t bring Zane in until we were ready to start, so we would avoid too much waiting.
Play day Zane came into the hall and sat next to his mum. I stood nearby, ready to offer support if it was needed. He watched the whole play, cuddling into his very proud mum. His narrator part was played on a big screen at the front of the school hall. Zane stole the show without ever stepping on stage.
At the end of the play Zane went back to class leaving his mum to chat to other parents, who were genuinely impressed with his narration.
Case study 2: ‘Teddy bear, teddy bear…’
Emerging speech We had been using PECS with Luke for a year and his speech was starting to develop. Words came out as a series of sounds, but those who knew him could find the meaning. He was very quiet, but I really wanted to find a way for Luke to show off his skills in the Christmas play. My plan was to get Luke saying a line, but it was going to be an achievement if I could get him to stay on stage… The right part We chose to do ‘The Three Bears’. One day we were using the ‘Teddy Bear, Teddy Bear’ rhyme in class and the children acted it out. Luke really enjoyed this, and it got me thinking. We practised and practised, and on the big day, Luke, who was playing baby bear, took the microphone and went centre stage. He looked so cute in his little bear suit. We could hear the ‘ahhs’ from the parents…
Star performance Everyone watched, expectantly. Luke lifted the microphone: “Te y beh, te y beh, tur arow…” I held my breath as Luke acted out the whole poem and spoke the words into the microphone.
The audience of parents knew what a massive leap Luke had made. Luke’s grandmother was clapping and crying. Afterwards she told me that this was the first time she had dared hope that Luke would learn to speak. Thinking of that moment still brings tears to my eyes.
10 ways to put on an inclusive play
• Think about what the child can do – jiggle the script • Consider a recording if the pressure will be too much • Pre-record a pre-verbal child’s line on a BIGmack switch • Teach all the children Makaton signs to go with songs. • Use symbols for ‘Good sitting’, ‘Good standing’, etc. • Don’t over-rehearse if there is lots of sitting around waiting. • Use microphones to help little voices get heard • Don’t pass on adult anxieties to children – have fun! • Don’t get too hung up on perfection – take risks! • Let every child show what they can do
Adele Devine teaches full time in an autism specific school and is co-founder of the software developer, SEN Assist. For more information, visit www.senassist.com or follow @AdeleDevine
