Acting training and instruction for wheelchair-using artists / Regan Linton ; Acting without imagery: aphantasia in the theater classroom / Alexis Black, Cameron Michael Chase, Brian Devries, Rob Rosnowski ; Twelve steps toward an antidiscriminatory approach to neurodivergence in actor training / Daron Oram ; Disabling actions and enabling actors: exploring the method of actioning the text for actors with dyslexia / Deborah Leveroy ; Exploring digital technology to enable acting students with dyslexia in their reading of Shakespeare / Petronilla Whitfield ; How can imagery, sounds, textures and other creative mediums help an actor with dyslexia understand and connect to Shakespeare's text? / Elizabeth Bartram ; Somatic and spatial approaches to essay writing for drama students with dyslexia / Jodie Allinson ; When I can't "see you at the theater": creating inclusive processes for visionimpaired performers / Heather May ; Politicized indentity: developing a dialectical relationship between disability and ability / Jo Ronan, Alyson Woodhouse, Ryan Bowler ; "Embodied voice" and inclusivity: ableism and theater voice training / Tara McAllister-Viel ; Experience as curriculum: developing an intuitive, affective, affirmative approach to actor training with (disabled) students / Kieran Sheehan ; Dyspraxic approaches to teaching live art in a "neurodivergent"/"normodivergent" classroom / Daniel Oliver, Sumita Majumdar ; The inclusive drama studio: adaptive strategies in university actor training / Rea Dennis ; "See a sign" - training for deaf actors who use British sign language as their preferred language / Paula Garfield ; Toward equity and agency in a worddominated world: working with actors with learning disabilities / Richard Hayhow

Inclusivity and Equality in Performance Training focuses on neuro and physical difference and dis/ability in the teaching of performance and associated studies. It offers 19 practitioners’ research-based teaching strategies, aimed to enhance equality of opportunity and individual abilities in performance education.Challenging ableist models of teaching, the 16 chapters address the barriers that can undermine those with dis/ability or difference, highlighting how equality of opportunity can increase innovation and enrich the creative work. Key features include:Descriptions of teaching interventions, research, and exploratory practice to identify and support the needs and abilities of the individual with dis/ability or differenceExperiences of practitioners working with professional actors with dis/ability or difference, with a dissemination of methods to enable the actorsA critical analysis of pedagogy in performance training environments; how neuro and physical diversity are positioned within the cultural contexts and practicesEquitable teaching and learning practices for individuals in a variety of areas, such as: dyslexia, dyspraxia, visual or hearing impairment, learning and physical dis/abilities, wheelchair users, aphantasia, attention-deficit/hyperactivity disorder and autistic spectrum.The chapter contents originate from practitioners in the UK, USA and Australia working in actor training conservatoires, drama university courses, youth training groups and professional performance, encompassing a range of specialist fields, such as voice, movement, acting, Shakespeare, digital technology, contemporary live art and creative writing.Inclusivity and Equality in Performance Training is a vital resource for teachers, directors, performers, researchers and students who have an interest in investigatory practice towards developing emancipatory pedagogies within performance education