Creative dramatics for exceptional children

Includes bibliographical references (pages 66-70)This study was an attempt to utilize creative dramatic\ud with three groups of exceptional elementary school children: deaf, learning handicapped, and gifted. Each\ud group consisted of, seven to ten children between ages 9-11.\ud Seven sessions were conducted with each group lasting from\ud 50-80 minutes. Overall objectives were to increase\ud communication skills, enhance creativity, and improve self-concept. While this study did not lend itself to statistical treatment, project components included curriculum plans,\ud teaching sessions, and evaluation procedure. Curriculum\ud plans centered on theater games, improvisation, and story\ud dramatization, and varied according to group needs. Lesson plans, included in the appendix, cover description of\ud lessons, affective and cognitive goals, evaluation and\ud behavioral expectations. Differences in application of\ud activities depended upon group limitations and adaptation.\ud Evaluation procedures had three parts child responses,\ud extracted during special discussion sessions; written\ud questionnaires for teachers in learning handicapped and\ud deaf groups; and experimenter's empathic responses, which\ud focused on behavioral and involvement objeetives. The\ud gifted group filled out written questionnaires since no\ud classroom teacher was present during sessions. Findings indicated a high level of involvement in\ud each group. Positive changes were noted in behavior,\ud involvement, cooperation, group interaction, verbalization\ud and creativity, self-concept, and spatial awareness.\ud Facility at games increased with practice. Findings\ud implied that these. three groups might be generalized to\ud other exceptionalities. Recommendations are integration\ud of all creative arts activities and inclusion of creative\ud drama in the special education curriculum