Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices

Abstract

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within real-classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Culturalhistorical activity theory was used to understand and unpack the drama practices. Twelve semi-structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constantcomparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.

Implementing co‐teaching with paraprofessionals to provide pre‐Kindergarten students with special rights access to dual language

“…Additionally, the drama lessons created an inclusive environment in which students could demonstrate their knowledge through multiple modes of response, and provided students with opportunities to embody their learning (cf. Kilinc et al, 2017).…”

“…Teachers and paraprofessionals received support from the EYEPlay PD programme. EYEPlay is an evidence‐based PD approach which supports early childhood educators in using drama strategies as tools to develop children's English and Spanish literacy skills and to cultivate inclusive classroom environments that foster learning for all students (Kilinc et al, 2017). Educators receive year‐long PD that includes an ‘in‐service’, as well as planning and reflection lessons with teaching artists.…”

“…An in‐service is a PD event where all participants receive training from the PD providers in a large group setting. Each classroom is paired with a teaching artist to support them with applying the drama tools using lessons that pair a curricular objective (vocabulary development, speaking and communicating, and story comprehension) with a drama strategy (pantomime, character development, group story building) (Kilinc et al, 2017; Kilinc et al, 2016). The EYEPlay lesson structure follows an ‘I do’ (model lesson), ‘we do’ (team lesson) and ‘you do’ (solo lesson) unit structure (Farrand et al, 2019; Kilinc et al, 2016).…”

Teaching Visually Impaired Indian ESL Learners In Inclusive Classrooms: A Review of Pedagogical Approaches

“…In this scenario, myriad of scholars suggested the use of role-play or drama activities in such types of language classrooms. Kilinc et al (2017) asserted that drama strategies are competent enough to provide a multitude of mechanism by exploring their smartness in different ways and make them involved with their peers to construct meaning. Roleplays and dramatised dialogues are one of the essential activities which can enhance oral skills by using specific meaning and expressions in the target language (Eikel-Pohen, 2019;Sofia, 2016).…”

Dramatic Inquiry: An Inclusive Approach to Learning With Collaboration and Multiple Modes

“…Literature indicates that the use of drama practices can promote inclusive learning for students with disabilities in literacy (Edmiston, 2007; Farrand, 2015; Kilinc et al, 2017), science (Farrand, 2018), and social skills (Kempe & Tissot, 2012). However, not all students with disabilities are inclined to participate in role-play.…”