Social accessibility in Brussels
Brussels and VGC focus on "breaking social isolation" for Brussels residents.
VGC has asked me several times to provide an example of how "sports" can contribute to breaking social isolation among vulnerable groups. During an Odysée meeting on December 3, 2023, we had the opportunity to debate extensively with an interested audience on "dance for the blind and visually impaired." Despite our belief in "equality," we must admit that people with visual impairments face significantly more challenges in their daily lives compared to those who can see. For many, taking the step toward "dance lessons" can be a significant and even daunting challenge. Accessibility, therefore, is the key word that encompasses this topic and remains the ultimate goal.
Our task as a societal role model is twofold:
1. To provide a safe environment for participants. We achieve this through obtaining recognitions, active listening, consultations, selecting suitable locations, and more (see below).
2. To encourage individuals to experience their hobby as autonomously as possible.
Couple dancing as a solution to social isolation:
1. Immediate approach to social isolation: Couple dancing directly addresses social isolation by enabling participants to engage in a partner dance setting.
2. Accessibility: With couple dancing, especially accessible styles like bachata, participants experience quick success and results due to the basic dance forms with low complexity.
3. Rotation system promotes social interaction: Using a rotation system where dancers regularly switch partners facilitates immediate social interaction and connection among all participants.
4. Equality among dancers: This system fosters equality, allowing everyone to dance with everyone else regardless of background, skill level, or other differences. This equality highlights the importance of respecting each dancer's self-worth.
Dance as a socially connecting activity:
Manuel, blind and fully independent, faces social challenges that extend beyond his personal independence, requiring him to consider his new living environment. As he rises socially within the dance school, he encounters increasing social responsibilities. The sports club provides a framework where he can practice and develop these social skills. He learns to discover, adapt, and adjust. Within his growth, he confronts not only his own insecurities but also those of others. When he aims to be part of a group of social dancers, he learns that he is isolated by the group. He painfully realizes that this isolation is not due to his impairment but rather his achieved position within the dance school. Specifically, as a member of the "Etage Tropical" team, he learns for the first time that not only impairments but also social hierarchies can lead to new social isolation. This represents an important pioneering step for people with disabilities.
Conclusion: Social skills develop through dance, leading to responsibility and integration.
1. Awareness of full participation and complete integration.
2. Becoming a role model not only for peers, which may lead to new social isolation, but also gaining a socially significant identity.
Social contact as a stepping stone to growth:
Madina, a blind woman of African descent, yearns for social contact and a sense of belonging. At the Dance Orientation Festival in September 2023, accompanied by a friend, she joyfully discovers that there are other Africans willing to dance with her. This unexpected warm welcome opens up new possibilities for Madina.
The implementation of supportive measures:
1. Taxi arrangement: On Friday, Madina calls me to decide whether to book her taxi for Monday, enabling her to organize transportation to the dance lessons.
2. Guidance: Upon arrival at Saint Michel, Madina is guided by Bart from VGC to the elevator and dance hall. After the lesson, Bart assists her back to the taxi safely.
3. Financial support: Thanks to a Passe-Partout, Madina can participate in dance lessons at a reduced rate.
4. Inclusive dance environment: Madina dances with other blind individuals, including Manuel, an assistant trainer in training who is also blind. This creates a sense of community and prevents Madina from feeling excluded.
5. Appreciation and invitations: Madina is invited to dance parties and gets the opportunity to dance with professional dancers and experts. This recognition motivates her to practice at home in addition to her regular lessons and to develop further.
6. Growth and motivation: Madina notices improvement in her dance skills, giving her a sense of fulfillment and motivation. Despite the challenges faced by people born blind, Madina remains motivated to improve her dancing skills and achieve more. Through these supportive measures and her determination, Madina finds not only social connectedness but also personal growth and fulfillment in the world of dance.
Conclusion:
Manuel and Madina start from two different motivations. While Manuel initially came for "dance sports," he grows not only as a dancer but also as a person in his social interactions with others. On the other hand, Madina initially sought social contact and grows her "dance knowledge" through her desire for more social recognition, which in turn enhances her motor skills.
Both aspects are equally important: The dance itself and the social component associated with it.
Long-term objectives:
With 280,000 blind and visually impaired people in Belgium, there is undoubtedly a place for dance for the blind and visually impaired in our country. In the long term, I want to expand dance starting with the blind themselves.
The long-term vision is to anchor dance, like music and language, into the lives of people with visual impairments, making it an integral part of their identity and well-being.
The project's goals include:
1. Promoting accessibility: By offering dance activities specifically designed for people with visual impairments, barriers that previously excluded them from such activities are removed.
2. Stimulating motor development: Dancing can contribute to improving motor skills, coordination, and balance, which are particularly important for people with visual impairments who may face additional physical development challenges.
3. Encouraging social inclusion: By creating dance communities where people with and without visual impairments come together, social bonds are strengthened, and the sense of community is enhanced.
4. Improving emotional well-being: Dancing can be a powerful tool to reduce stress, promote self-expression, and foster positive emotions, thereby enhancing participants' overall well-being.
5. Integrating educational aspects: The project can include educational elements, such as learning different dance styles, rhythmic patterns, and the cultural significance behind certain dance forms, making it an enriching experience.
6. Innovation and adaptation: By continually innovating and adapting methods to make dance more accessible to people with visual impairments, the project can evolve and continue to meet participants' needs and interests.
7. Addressing integration-related challenges: Creating an inclusive dance environment where all participants feel supported and comfortable.
Dance as a sport can therefore be a valuable pastime for people with visual impairments. In addition to activating people in the labor market, this leisure activity can bring significant added value for both sighted and visually impaired individuals. For example, trainers can improve their communication skills with their sports members. For us, the social and athletic aspects go hand in hand. The downside is that as a social-sports organization, we must constantly protect ourselves against social isolation. Offering sports for vulnerable groups also makes your club vulnerable to intolerance, resistance to innovation among club members and organizations, and the persistence of "exclusive organizations" where dependency becomes a pillar of the social economy. It is essential to work across different domains and levels—socially, athletically, and in areas like education, youth, welfare, and participation. A solid policy plan with clear short-, medium-, and long-term visions is therefore vital and must be continuously evaluated. One task of this plan is to inform and introduce people to these activities. Thanks to VGC, this topic receives substantial attention. Our next presentation will be on June 8, 2024, for the Brussels Sports Council. We view this as another step toward greater visibility, for which we are grateful.
Image Description
Photo 1: Image of a meeting table where the "dance tools" are placed, and everyone prepares for the workshop on "social isolation."
Photo 2: Close-up of the magnet board and other "dance feet."
Video 1: Manuel tries to teach a dance lesson to a group of three women. The woman he dances with is sighted. He focuses on her individually and does not pay attention to the other dance pair, Anna-Paula, who is visually impaired, and Nadine, who is blind. He begins the exercise by stepping left on count 1 but does not instruct Nadine to do the same. Nadine hears what he does slightly later and starts on the wrong count. Additionally, he gives instructions to Paulina based on the follower's steps rather than the leader's steps, forgetting that Nadine needs to start with her left foot instead of her right.
Video 2: Manuel receives feedback from Michèle on the clarity of communication in group settings. He briefly and clearly instructs "forward" and "backward." The three dancers now follow his instructions correctly.
Video 3: Manuel successfully dances with the sighted Paulina while Nadine and Anna-Paula perform the same steps with clear instructions throughout the music. He combines his dancing with instructing the others, achieving a harmonious moment despite the added distraction of the music. A very successful moment.
