Through dramatherapy core processes towards interdisciplinary inclusive education practice

Ivana Lessner Listiakova

Research output: Contribution to Book/ReportConference Contributionpeer-review


Increasing heterogeneity of school classrooms inevitably requires inclusive approach. The paper introduces a perspective on differentness in the context of inclusion of children with difficulties in learning, which are defined based on the need for help rather than an assessed diagnosis. Result analyses of qualitative research, based on interviews and solving a fictional case, with primary school teachers, revealed deficiencies in inclusive thinking, but also strengths of interdisciplinary helping approaches and strategies. Teacher profession is being transformed towards the role of a helping professional, even though the research results revealed that teachers have not fully accepted this role yet. Application of drama therapy methods in inclusive education may contribute to an increase in acceptation of differentness and appreciation of diversity in classroom and school, due to inherently inclusive nature of core processes in drama therapy.
Original languageEnglish
Title of host publicationJinakost ve speciálněpedagogickém kontextu
EditorsMiluše Hutyrová, Eva Souralová, Jan Chrastina, Martin Dolejš, Lucie Moudrá
PublisherPalacky University in Olomouc
ISBN (Electronic)978-80-244-4290-7
ISBN (Print)978-80-244-4290-7
Publication statusPublished - 25 Apr 2014
EventMezinárodní konference k problematice osob se specifi ckými potřebami - Palacky University, Olomouc, Czech Republic
Duration: 11 Mar 201412 Mar 2014
Conference number: XV.


ConferenceMezinárodní konference k problematice osob se specifi ckými potřebami
Country/TerritoryCzech Republic


  • approaches of teachers
  • children with difficulties in learning
  • core processes in drama therapy
  • inclusive education
  • role of teachers


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