Improvisational Theatrical Activities On The School Inclusion Process Of Children With Asd

Abstract

The efforts to integrate children with ASD among neurotypical children was and still is quite a controversial subject. Theatre therapy was researched as a possible work instrument in the case of children with ASD in order to increase the development of their social and emotional abilities through recognising, expressing and understanding emotions, and also through reducing their anxiety levels towards new, unpredictable situation. The longitudinal research was implemented over a 14-month period, the data being collected in four stages, as follows: T1 -base line, T2 -post intervention, T3three months after the intervention, and T4 -12 months after the intervention was completed. The experiment consisted of carrying out improvisational theatrical activities over a period of six weeks with a preschool class in which one of the children was suffering of ASD. The data has been compiled into sociograms, showing the rejecting and attraction relations towards and from the child with ASD. The data analysis indicated a progressive evolution and that the acquisitions were maintained over time.