An exploration into the impact of using drama interventions as an educational tool to develop engagement and communication skills for a class of 8 children (Year 4-6) with Special Educational Needs (SEN)

White, Megan Frances

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An exploration into the impact of using drama interventions as an educational tool to develop engagement and communication skills for a class of 8 children (Year 4-6) with Special Educational Needs (SEN)

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White, Megan Frances (2024) An exploration into the impact of using drama interventions as an educational tool to develop engagement and communication skills for a class of 8 children (Year 4-6) with Special Educational Needs (SEN). Masters thesis, University of Gloucestershire.

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Official URL: https://eprints.glos.ac.uk/16641/

Abstract

The intention of this research set out to provide the evidence to reason against traditional approaches to education and showcase how different learning styles and approaches should be identified and explored, particularly the use of drama as an educational tool for those with special educational needs. This thesis shows how and why a change should be made, firstly towards the preconception of the use of drama within education and secondly to the way education is carried out for children with special educational needs (SEN). Sensitivity is acknowledged due to age and diagnosis of the individuals participating, yet this sensitivity and desire for change was a key driving force within this research for the recognition and spotlight to be given on those with special educational needs. The first chapter studies and investigates the first aim; it digests different readings, articles, books and ideas developed by a range of different educational influences. It explores different learning styles; how individual people learn in different ways and how different learning styles can affect learners, both positively and negatively. This chapter additionally touches upon the work of Dorothy Heathcote who influenced this research through her specific use of drama in education. It highlighted the different approaches developed by Heathcote and how they can be used to benefit children with SEN. The next chapter explores the reasoning and creation of the chosen methods. Previous workshops and placements have sculpted the decision of the creation of the 10-week intervention which was carried out through practical workshops in the chosen school, this will be accompanied by a weekly feedback form and lastly followed by a semi-structured interview. The feedback forms are completed by the observing teacher assistant who also participated in the semi-structured interview where she was accompanied by the Special Educational Needs Co-ordinator (SENCO) of the participating school. Identifying the category of individuals the research seeks to explore the impact of, knowing the risks, ethical considerations and the impact different methods have on research, and more importantly, its participants, it was clear specific methods were to be chosen as well as the blend of mix methods. The combination of both the interview and feedback forms resulted in enriched research which notions with the ideology that the freedom of expression and opportunity of confidence created through drama techniques educationally impacts an individual with SEN.

Item Type:

Thesis (Masters)

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