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EnrollContemporary supported group
This contemporary dance-based small group class is designed for 9–12-year-old young people with neurodivergent traits (e.g. autism spectrum, ADHD), mild intellectual disability, learning delays, or challenges in perception and spatial awareness.
The group size is limited to eight students. If more than five students enroll, the class will include an assistant teacher in addition to the main instructor. Teaching emphasizes bodily expression, the development of motor skills, and learning through creative movement in a calm and encouraging atmosphere. Instruction progresses flexibly, taking into account each student’s needs and energy levels, and aims to provide joy, experiences of success, and confidence in self-expression.
The class can function both as an independent recreational group and as a supportive parallel class alongside other studies at the dance school, such as ballet or other foundational training. In the long term, the group may also support students in transitioning into broader foundational training groups within the school.
The goal is an equal and accessible dance hobby where every student has the opportunity to be seen, supported, and to learn at their own pace.
The class is taught by Taika Rautiainen, who has extensive experience working with diverse groups. Taika has taught and guided dance for several years to neurodivergent groups of various ages as well as students with intellectual disabilities, and she has strong expertise in adapting teaching to different needs. Her classes emphasize a safe and curious atmosphere, individualized attention, and the joy of movement. She uses, among other methods, props, visual supports, and simple sign language.
“In recent years, my experience in special education in various schools in Helsinki, as well as my work bringing dance to children and young people with special support needs, has shown that many students clearly benefit from smaller group sizes, repetition, structure, and concrete modeling. In mainstream teaching groups, it is not always possible to fully meet these needs individually, which can sometimes affect the sense of inclusion and learning progress.”