Research Article
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The Use of Drama in Education in Teaching of Students with Special Educational Needs

Year 2022, Volume: 17 Issue: 1, 59 - 72, 15.01.2022

Abstract

The present study concerns the exploration of the effect of Drama in Education on the acquisition of language and socio-emotional competencies by students with special educational needs. Specifically, it consists of case studies of students with special educational needs who participated in an educational drama program carried out in a general primary school in Greece. The specific program was designed and carried out in a research framework following the principles of participatory action research. The research tools which were used were: the questionnaire, the students’ written texts and participatory observation. According to the results of the study, it was found that through the techniques of Drama in Education, the participating students developed their intercultural skills and their intercultural empathy. Simultaneously, the students with special educational needs developed language skills as well as teamwork and social skills which contributed to the positive interaction and mutual acceptance amongst them and the other participating students.

References

  • Anderson, A. & Berry Κ. (2014). The Influence of drama on elementary students’ written narratives and ontask behavior. Learning Disabilities: A Multidisciplinary Journal 20 (3), 143-157.
  • Berrington, B., Cronin T. & Green J. (2013). The Effective use of drama as a pedagogy for engaging students with disabilities with the Australian curriculum learning areas. International Journal for Cross-Disciplinary Subjects in Education, 4 (4), 1341-1347.
  • Blythe, C. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., & Rios, T. (2011). Brief report: theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 505-511.
  • Burgoyne, S., Placier, P., Taulbee, M. & Welch, S. (2008). Investigating ınteractive theatre as faculty development for diversity. Theatre Topics, 18 (2), 107-129.
  • Cattanach, A. (1996). Drama for people with special needs. London: A&C Black.
  • Chatterton, S & Butler, S. (1994) The Development of communication skills through drama. Down Syndrome Research and Practice, 2(2), 83-84.
  • Corcoran, C. A. & Davis, A. (2005). A Study of the effects of readers’theater on second and third grade special education students’ fluency growth. Reading Improvement, 42, 105-111.
  • Crimmens, P. (2006). Drama therapy and storymaking in special education. London & Philadelphia: Jessica Kingsley.
  • De la Cruz, R. E. (1995). The Effects of creative drama on the social and oral language skills of children with learning disabilities. dissertation. Illinois State University.
  • De la Cruz, R. E., Lian, M. J. & Morreau, L. E. (1998). The Effects of creative drama on social and oral language skills of children with learning disabilities. Youth Theatre Journal, 12, 89-95.
  • Ewa, J. A., Olayi, J. E., Ashi, M. M. & Agba, J. U. (2015). Drama: a strategy facilitating equal access and enablement for students with hearing ımpairment in an ınclusive school environment. British Journal of Education, 3 (10), 35-43.
  • Fleming, M. (2004). Drama and ıntercultural education. German as a Foreign Language, Gfl- journal, 1, 110-123.
  • Freeman, G. D., Sullivan, K. & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills and problem behavior. The Journal of Educational Research, 96 (3), 131-138.
  • Griffiths, F. (2010). Supporting children’s creativity through music, dance, drama and art. London & New York: Routledge.
  • Guli, L. A., Semrud-Clikeman, M., Lerner, M. D. & Britton, N. (2013). Social competence ıntervention program (scıp): a pilot study of a creative drama program for youth with social difficulties. The Arts in Psychotherapy, 40, 37-44.
  • Hatton, N. (2009). The Labelling effect: drama, mental health and learning disability. Research in Drama Education, 14(1), 91 – 95.
  • Heathcote, D. (1985). Collected writings on education and drama. London: Hutchinson
  • Heathcote, D. & Bolton, G. (1995). Drama of Learning, Dorothy Heathcote’s mantle of the expert approach to education. Portsmouth: Heinemann.
  • Jindal-Snape, D. & Vettraino, E. (2007). ‘Drama techniques for the enhancement of social-emotional development in people with special needs: review of research. International Journal of Special Education, 22(1), 107-117.
  • Kempe, A. (2011). Drama and the education of young people with special needs. In S. Schonmann (Ed.), Key Concepts in Theatre/Drama Education (pp. 165-169). Rotterdam: Sense Publishers.
  • Kempe, A., & Tissot, C. (2012). The Use of drama to teach social skills in a special school setting for students with autism. British Journal of Learning Support, 27(3), 97-102.
  • Lenakakis, A. & Koltsida, M. (2017). Disabled and non-disabled actors working in partnership for a theatrical performance: a research on theatrical partnerships as enablers of social and behavioural skills for persons with disabilities. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(2), 252-269.
  • McLennan, D. P. & Smith, K. (2007). Promoting positive behaviours using sociodrama. Journal of Teaching and Learning, 4 (2), 45-47.
  • Papadopoulos, S. (2009). Theatre for young people as a means of ıntercultural education: the case of petalousauros. ın proceedings of the ınternational association of ıntercultural education: Intercultural Education: Paideia, Polity, Demoi, Athens. Retrieved May 8, 2020, from http://utopia.duth.gr/~sypapado/index_htm_files/Theatre.
  • Raphael, J. (2004). Equal to life: empowerment through drama and research in a drama group for people with disabilities. NJ (Drama Australia Journal) 28(1), 73-86.
  • Schiller, J. (2008). Drama for at-risk students: a strategy for ımproving academic and social skills among public middle school students school of education. San Rafael: Dominican University of California.
  • Schnapp, L. & Olsen, C. (2003). Teaching self-advocating strategies through drama. Intervention in School and Clinic, 38(4), 211-219.
  • Snape, J. D. & Vettraino, E. (2007). Drama techniques for the enhancement of socialemotional development in people with special needs: review of research. International Journal of Special Education, 22(1), 107-117.
  • Tsiaras, Α. (2012). Dramatic play as a means of developing primary school students’self-concept. Τhe Journal of Drama and Theatre Education in Asia, 3 (1), 47-67.
  • Widdows, J. (1996). Drama as an agent for change: drama, behaviour and students with emotional and behavioural difficulties. Research in Drama Education, 1, 65-78.

Özel Eğitim İhtiyacı Olan Öğrencilerin Eğitiminde Eğitimde Drama Kullanımı

Year 2022, Volume: 17 Issue: 1, 59 - 72, 15.01.2022

Abstract

Bu çalışma, eğitimde dramanın özel eğitim ihtiyacı olan öğrenciler tarafından dil ve sosyo-duygusal yeterliliklerin kazanılmasına etkisinin araştırılması üzerinedir. Özellikle, Yunanistan’daki genel bir ilkokulda yürütülen bir eğitimde drama programına katılan, özel eğitim ihtiyacı olan öğrencilerin vaka çalışmalarından oluşmaktadır. Özel program, katılımcı eylem araştırması ilkelerini takip eden bir araştırma çerçevesinde tasarlanmış ve yürütülmüştür. Kullanılan veri toplama araçları; anket, öğrencilerin yazılı metinleri ve katılımcı gözlem notlarıdır. Çalışmanın sonuçlarına göre, çalışmada yer alan öğrencilerin eğitimde drama yöntemi ile kültürlerarası becerilerini ve kültürlerarası empatilerini geliştirdikleri bulunmuştur. Aynı zamanda, özel eğitim ihtiyacı olan öğrenciler, dil becerilerinin yanı sıra ekip çalışması ve sosyal beceriler geliştirmişlerdir bu da diğer katılımcı öğrencilerle aralarındaki olumlu etkileşime ve karşılıklı kabule katkıda bulunmuştur.

References

  • Anderson, A. & Berry Κ. (2014). The Influence of drama on elementary students’ written narratives and ontask behavior. Learning Disabilities: A Multidisciplinary Journal 20 (3), 143-157.
  • Berrington, B., Cronin T. & Green J. (2013). The Effective use of drama as a pedagogy for engaging students with disabilities with the Australian curriculum learning areas. International Journal for Cross-Disciplinary Subjects in Education, 4 (4), 1341-1347.
  • Blythe, C. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., & Rios, T. (2011). Brief report: theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 505-511.
  • Burgoyne, S., Placier, P., Taulbee, M. & Welch, S. (2008). Investigating ınteractive theatre as faculty development for diversity. Theatre Topics, 18 (2), 107-129.
  • Cattanach, A. (1996). Drama for people with special needs. London: A&C Black.
  • Chatterton, S & Butler, S. (1994) The Development of communication skills through drama. Down Syndrome Research and Practice, 2(2), 83-84.
  • Corcoran, C. A. & Davis, A. (2005). A Study of the effects of readers’theater on second and third grade special education students’ fluency growth. Reading Improvement, 42, 105-111.
  • Crimmens, P. (2006). Drama therapy and storymaking in special education. London & Philadelphia: Jessica Kingsley.
  • De la Cruz, R. E. (1995). The Effects of creative drama on the social and oral language skills of children with learning disabilities. dissertation. Illinois State University.
  • De la Cruz, R. E., Lian, M. J. & Morreau, L. E. (1998). The Effects of creative drama on social and oral language skills of children with learning disabilities. Youth Theatre Journal, 12, 89-95.
  • Ewa, J. A., Olayi, J. E., Ashi, M. M. & Agba, J. U. (2015). Drama: a strategy facilitating equal access and enablement for students with hearing ımpairment in an ınclusive school environment. British Journal of Education, 3 (10), 35-43.
  • Fleming, M. (2004). Drama and ıntercultural education. German as a Foreign Language, Gfl- journal, 1, 110-123.
  • Freeman, G. D., Sullivan, K. & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills and problem behavior. The Journal of Educational Research, 96 (3), 131-138.
  • Griffiths, F. (2010). Supporting children’s creativity through music, dance, drama and art. London & New York: Routledge.
  • Guli, L. A., Semrud-Clikeman, M., Lerner, M. D. & Britton, N. (2013). Social competence ıntervention program (scıp): a pilot study of a creative drama program for youth with social difficulties. The Arts in Psychotherapy, 40, 37-44.
  • Hatton, N. (2009). The Labelling effect: drama, mental health and learning disability. Research in Drama Education, 14(1), 91 – 95.
  • Heathcote, D. (1985). Collected writings on education and drama. London: Hutchinson
  • Heathcote, D. & Bolton, G. (1995). Drama of Learning, Dorothy Heathcote’s mantle of the expert approach to education. Portsmouth: Heinemann.
  • Jindal-Snape, D. & Vettraino, E. (2007). ‘Drama techniques for the enhancement of social-emotional development in people with special needs: review of research. International Journal of Special Education, 22(1), 107-117.
  • Kempe, A. (2011). Drama and the education of young people with special needs. In S. Schonmann (Ed.), Key Concepts in Theatre/Drama Education (pp. 165-169). Rotterdam: Sense Publishers.
  • Kempe, A., & Tissot, C. (2012). The Use of drama to teach social skills in a special school setting for students with autism. British Journal of Learning Support, 27(3), 97-102.
  • Lenakakis, A. & Koltsida, M. (2017). Disabled and non-disabled actors working in partnership for a theatrical performance: a research on theatrical partnerships as enablers of social and behavioural skills for persons with disabilities. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(2), 252-269.
  • McLennan, D. P. & Smith, K. (2007). Promoting positive behaviours using sociodrama. Journal of Teaching and Learning, 4 (2), 45-47.
  • Papadopoulos, S. (2009). Theatre for young people as a means of ıntercultural education: the case of petalousauros. ın proceedings of the ınternational association of ıntercultural education: Intercultural Education: Paideia, Polity, Demoi, Athens. Retrieved May 8, 2020, from http://utopia.duth.gr/~sypapado/index_htm_files/Theatre.
  • Raphael, J. (2004). Equal to life: empowerment through drama and research in a drama group for people with disabilities. NJ (Drama Australia Journal) 28(1), 73-86.
  • Schiller, J. (2008). Drama for at-risk students: a strategy for ımproving academic and social skills among public middle school students school of education. San Rafael: Dominican University of California.
  • Schnapp, L. & Olsen, C. (2003). Teaching self-advocating strategies through drama. Intervention in School and Clinic, 38(4), 211-219.
  • Snape, J. D. & Vettraino, E. (2007). Drama techniques for the enhancement of socialemotional development in people with special needs: review of research. International Journal of Special Education, 22(1), 107-117.
  • Tsiaras, Α. (2012). Dramatic play as a means of developing primary school students’self-concept. Τhe Journal of Drama and Theatre Education in Asia, 3 (1), 47-67.
  • Widdows, J. (1996). Drama as an agent for change: drama, behaviour and students with emotional and behavioural difficulties. Research in Drama Education, 1, 65-78.
There are 30 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Theodora Papaioannou This is me

Alkistis Kondoyianni This is me

Publication Date January 15, 2022
Published in Issue Year 2022 Volume: 17 Issue: 1

Cite

APA Papaioannou, T., & Kondoyianni, A. (2022). The Use of Drama in Education in Teaching of Students with Special Educational Needs. Yaratıcı Drama Dergisi, 17(1), 59-72.