We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
İlkokula Devam Eden Kaynaştırma Öğrencilerinin Sınıf İçi,Etkinliklere Katılım Düzeyine Yaratıcı Drama Yönteminin,Etkisinin İncelenmesi.
- Authors
Erdoğan, Fatih Kıvanç; Arslantaş, Süleyman; Kurnaz, Ahmet
- Abstract
In our country, inclusive students with intellectual disabilities and learning disabilities typically experience difficulties both socially and academically and have difficulty in interacting with their peers. They infrequently or never participate in classroom activities. Inclusive education is based on the principle that aims to educate individuals affected by disability along with their non-disabled peers on the same basis and to be helpful to them both socially and academically. Creative drama, from which inclusive students could benefit socially and academically, is a discipline based on a student-centered approach enabling active learning, helping students interact with each other, developing their social and communication skills and improving language developments as well. The purpose of this study is to investigate the effect of creative drama activities on participation levels of elementary school inclusive students diagnosed with a learning disability to classroom activities. Hence, answers to the following questions were sought: “To what extent are creative drama activities effective in maintaining peer relationships, interacting with the teacher, developing positive attitudes towards in-class activities, participating in the activities and maintaining involvement? The subject of this study is an inclusive student who has been diagnosed with a learning disability. The research has been conducted in an elementary school class of 20 pupils in a low/middle socio-economic setting in Konya, where the student lives. According to teacher observations and expressions, the inclusive student is a pupil excluded by his peers, not interacting with his friends and not participating in activities. One of the single-subject research designs, ‘ABA pattern’ was used in this study. The data were obtained by 3 different observers through observation forms and supported by the qualitative data. The data obtained were transformed into graphics and findings were interpreted. Qualitative data were analyzed through descriptive analysis. At the end of the research, it was determined that the level of interaction between the inclusive student and his peers and teacher increased, he developed a positive attitude towards activities and his levels of participation in activities increased. Accordingly, creative drama practices can be used to ensure that inclusive students participate in classroom activities (asking for permission to speak, working in groups, communication).
- Publication
Yaratici Drama Dergisi, 2018, Vol 13, Issue 2, p199
- ISSN
1305-8177
- Publication type
Article
- DOI
10.21612/yader.2018.015