Drama
Talking with no Words! The role of theatre in the learning process of students with special needs
6 days
Sandra Salomé
It is known that students with special needs deal with some difficulties that might result in the lack of social-emotional skills. Some conditions, disorders, and behavioral problems, affect the portion of the brain that helps children learn and understand social cues. It may be extremely hard for many students with special needs to learn and behave in a socially productive and calm manner. Another issue for children who physically appear different, act different, or are placed in special classrooms within even an inclusive school is often isolated from typical education peers. It is from our understanding that drama and all the theatre subjects can be a successful tool in the process of including and empowering these students. We believe that drama can be a fun activity that captures the attention of students that struggle with special needs. Theatre can help difficult transitions and explain changes that are always emotionally heavy on these students' daily routine.
Learning Outcomes
Participants to the course will learn to:
Express and educate using drama in the classroom as a teaching method;
Understand that theatre is direct and inclusive;
Simple and effective communication;
Applying drama in different learning styles with special needs students;
Different intercultural experiences and approaches;
The creative process of drama and applying it in different circumstances.
Programme
Talking with no Words! The role of theatre in the learning process of students with special needs
DAY 1
Welcome activity and diagnosis;
Get to know me through theatre!;
Drama tools as social inclusion tools;
Individuality and boundaries;
Drama as an analysis tool.
DAY 2
Energizers;
Theatre and intercultural experiences;
Drama tools and trauma;
Practicing inclusion (concepts and adaptation);
Drama games for special needs (mobility and understanding).
DAY 3
Ice breakers and shared testimonies;
Special Needs Children’s characteristics and profiles;
Simple concerns and needs in conditions such as: Hyperactivity Disorder (ADHD), Autism, Down Syndrome, Dyslexia, Anxiety, Social and Emotional Problems and refugees;
Technics for development of emotional, cognitive, and psychomotor skills.
DAY 4
Body language and micro expression;
When is educational screening needed?;
Drama activities including special needs students and regular students;
Role playing with group works.
DAY 5
Discovering Porto (outdoor STEAM competition)
Evaluation of the week (reflection of the main viewpoints)
Summary of key learning points
Certificate ceremony
DAY 6
Rabelo boat tour of the Douro river bridges
Port wine tasting (oenology and Portuguese culture)
Open discussion on possible future collaborations and planning follow up activities
Constructive feedback of the week and the course
Validation of learning outcomes
Note: Understanding the importance of an adaptable work to the needs and profile of the groups the program might suffer some alterations.
Materials, digital tools & other learning resources
Course participants will receive training and engage in exercises designed to develop their skills as trainers. The provision of additional materials or resources will be determined based on the course structure and the instructor’s approach to meeting the learning objectives
Course package content:
Services and activities included in the course package are those described above. Please note that accommodation, transport, and meals are not provided.
Cancellation & changes:
Common sense prevails when it comes to cancellations, which are analyzed on a case-by-case basis.