Through dramatherapy core processes towards interdisciplinary inclusive education practice

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.