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.
|Title of host publication||Jinakost ve speciálněpedagogickém kontextu|
|Editors||Miluše Hutyrová, Eva Souralová, Jan Chrastina, Martin Dolejš, Lucie Moudrá|
|Publisher||Palacky University in Olomouc|
|Publication status||Published - 25 Apr 2014|
|Event||Mezinárodní konference k problematice osob se specifi ckými potřebami - Palacky University, Olomouc, Czech Republic|
Duration: 11 Mar 2014 → 12 Mar 2014
Conference number: XV.
|Conference||Mezinárodní konference k problematice osob se specifi ckými potřebami|
|Period||11/03/14 → 12/03/14|
- approaches of teachers
- children with difficulties in learning
- core processes in drama therapy
- inclusive education
- role of teachers
Lessner Listiakova, I. (2014). Through dramatherapy core processes towards interdisciplinary inclusive education practice. In M. Hutyrová, E. Souralová, J. Chrastina, M. Dolejš, & L. Moudrá (Eds.), Jinakost ve speciálněpedagogickém kontextu (pp. 93-99). Palacky University in Olomouc. http://new.uss.upol.cz/wp-content/uploads/2014/10/Hutyrov%C3%A1-%E2%80%93-Jinakost.pdf