Charlene Labustro, how are you? I dont know an interview guide.

Maybe, help you.

This paper is about dance and disability:

Dance, access and inclussion: perspectives on dance, young people and change. Burridge, S.; Aujla, I.; Nielsen C.; Portolés, J. , 2017.

This part:

Approach of the educator

Approach of the educator the practitioners interviewed felt that teachers should be skilled, reflective and flexible, and willing to adapt and develop their own teaching style to suit the needs of the students. This could be achieved through an open-minded, problem-solving approach and an investment in reflecting on one’s own practice.

Several practitioners stated that communication was a critical consideration for training young disabled dancers. The importance of building a partnership was discussed whereby students can feel confident in discussing their strengths and limitations with a teacher, and

where the teacher does not feel pressured to ‘know everything’. Indeed, teachers should recognise that disabled dancers themselves can bring much to the educational and training process: “they probably know their body really well, they have to manage physical challenges in their daily lives, and that’s how you learn precision and control” (P14). The use of inclusive

language was also deemed important, alongside a willingness to try several different methods of communication in order to connect with students. Effective means of communication may include verbal instruction, visual prompts such as pictures and symbols, and shadowing (Block & Johnson, 2011).

Teachers often lack confidence and report anxiety with regard to inclusive work and adapting the curriculum, which can result in them being reticent to challenge students with disabilities (Verrent, 2003; Whatley, 2008). However, it was noted in both the interviews and observations that practitioners had high expectations of their students. Setting high standards

presumably not only pushes students to develop their talents, but also enhances their confidence. Additionally, the notion of encouraging or expecting a level of professionalism emerged, so that students are engendered with an understanding of the etiquette of class and

performance, and the hard work that is necessary in order to improve.

Overall, an approach which emphasises mutual respect and reflective practice will facilitate open communication, confidence and talent development. The creation of a task-involving motivational climate (Ames, 1992) may encompass these suggestions, through an emphasis

on self-referenced learning, effort and hard work, peer collaboration and acceptance of mistakes as part of the learning process. A task-involving motivational climate can encourage young people to remain committed to training, even when such training is technically difficult

and physically tiring (Redding et al., 2011).

Renata

Hello mam you can search sample survey questionnaire which you can adopt and modify to fit in your study or you can search this Method Questionnaire on Teachers’ Competence in Identifying Pupils ...

https://www.researchgate.net/publication/347258231_Questionnaire_on_Teachers'_Competence_in_Identifying_Pupils_with_Learning_Disabilities