ABSTRACT

The notion of drama in relation to many children with additional needs may seem to be inappropriate and beyond their representational capabilities or level of social understanding. However, Peter (2003) argues that educational drama can offer valuable learning opportunities to such children, particularly those with social communication difficulties. Peter advocates drama to be instrumental in developing children’s understanding of representations and how to use social interactions with others to create shared meanings. He argues that dramatherapy can offer vital social play opportunities, along with the potential for exploring make-believe and narrative (how events are linked) and its relationship with text. Additionally, drama can offer a unique reflective window on children’s play behaviour, providing a ‘learning while doing’ approach to participating more meaningfully in a social world and leading towards greater social awareness and understanding.