Through dramatherapy core processes towards interdisciplinary inclusive education practice

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Abstract

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
Pages93-99
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.

Conference

ConferenceMezinárodní konference k problematice osob se specifi ckými potřebami
CountryCzech Republic
CityOlomouc
Period11/03/1412/03/14

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drama
need for help
classroom
primary school teacher
teacher
research results
school
qualitative research
education
profession
inclusion
interview
learning

Keywords

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

Cite this

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.
Lessner Listiakova, Ivana. / Through dramatherapy core processes towards interdisciplinary inclusive education practice. Jinakost ve speciálněpedagogickém kontextu. editor / Miluše Hutyrová ; Eva Souralová ; Jan Chrastina ; Martin Dolejš ; Lucie Moudrá. Palacky University in Olomouc, 2014. pp. 93-99
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abstract = "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.",
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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. Palacky University in Olomouc, pp. 93-99, Mezinárodní konference k problematice osob se specifi ckými potřebami, Olomouc, Czech Republic, 11/03/14.

Through dramatherapy core processes towards interdisciplinary inclusive education practice. / Lessner Listiakova, Ivana.

Jinakost ve speciálněpedagogickém kontextu. ed. / Miluše Hutyrová; Eva Souralová; Jan Chrastina; Martin Dolejš; Lucie Moudrá. Palacky University in Olomouc, 2014. p. 93-99.

Research output: Contribution to Book/Report typesConference contributionResearchpeer-review

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N2 - 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.

AB - 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.

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KW - core processes in drama therapy

KW - inclusive education

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Lessner Listiakova I. Through dramatherapy core processes towards interdisciplinary inclusive education practice. In Hutyrová M, Souralová E, Chrastina J, Dolejš M, Moudrá L, editors, Jinakost ve speciálněpedagogickém kontextu. Palacky University in Olomouc. 2014. p. 93-99