Improving the Social-Emotional Well-Being of a Child with Multiple Developmental Disabilities by Incorporating the Performative Drama Model into the Learning Process
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| Title: | Improving the Social-Emotional Well-Being of a Child with Multiple Developmental Disabilities by Incorporating the Performative Drama Model into the Learning Process |
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| Language: | English |
| Authors: | Alenka Vidrih, Tina Grošelj |
| Source: | Center for Educational Policy Studies Journal. 2025 15(2):73-94. |
| Availability: | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Self Advocacy, Social Emotional Learning, Well Being, Multiple Disabilities, Developmental Disabilities, Children, Drama, Preadolescents, Skill Development, Program Effectiveness, Communication Skills, Academic Achievement, Autism Spectrum Disorders, Grade 5 |
| ISSN: | 1855-9719 2232-2647 |
| Abstract: | Self-advocacy is an essential skill for effective and successful integration into the wider social environment and is important for psychological and physiological well-being. The Performative Drama Model Ars Vitae was trialled to improve students' assertiveness and performance in real life. A 12-year-old boy with learning disabilities and multiple developmental disabilities, who had difficulties expressing himself and participating in class, was trained over a three-month period. The model was integrated into his lessons, with a particular focus on developing self-advocacy skills to help him express himself better and assert himself in groups. The activities carried out by the "actor" supported the development of his self-advocacy, classroom integration and communication skills, and improved his academic performance and general well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480433 |
| Database: | ERIC |
| Abstract: | Self-advocacy is an essential skill for effective and successful integration into the wider social environment and is important for psychological and physiological well-being. The Performative Drama Model Ars Vitae was trialled to improve students' assertiveness and performance in real life. A 12-year-old boy with learning disabilities and multiple developmental disabilities, who had difficulties expressing himself and participating in class, was trained over a three-month period. The model was integrated into his lessons, with a particular focus on developing self-advocacy skills to help him express himself better and assert himself in groups. The activities carried out by the "actor" supported the development of his self-advocacy, classroom integration and communication skills, and improved his academic performance and general well-being. |
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| ISSN: | 1855-9719 2232-2647 |
