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The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study
Assignment (MEd(Psyc))--University of Stellenbosch, 2002.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613878078144512 |
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| access_status_str | Open Access |
| author | English, C. L. |
| author2 | Newmark, R. |
| author_browse | English, C. L. Newmark, R. |
| author_facet | Newmark, R. English, C. L. |
| author_sort | English, C. L. |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Assignment (MEd(Psyc))--University of Stellenbosch, 2002. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/53125 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:08.148Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/53125 The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study English, C. L. Newmark, R. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Drama in education -- South Africa Special education -- South Africa Children with disabilities -- Education Dissertations -- Education Theses -- Education Assignment (MEd(Psyc))--University of Stellenbosch, 2002. ENGLISH ABSTRACT: This literature review highlights, with particular reference to the South African context, the emotional needs of learners with special educational needs (SEN) and stresses the importance of therapeutic intervention for these learners if educators wish to promote optimal academic, social and personal development. Due to South Africa's current economic climate a cost effective and time efficient intervention programme that is accessible to a large number of learners is essential. Action and drama techniques are proposed as possible therapeutic tools, which could potentially be implemented by educators, as therapeutic agents, within the education system. Educators would take on the central facilitation roles within these groups. The roles of director and co-director in this context have consequently been given particular cognizance. This literature review concludes that the use of action and drama techniques offers the following benefits: ~ The techniques appear to be effective treatment options for all learners with special educational needs. including those with limited verbal communication skills ~ The techniques appear to be most effective in a group setting and as such, possess the potential to reach a large number of learners. ~ Literature indicates that the techniques are adaptable and may be implemented at various levels and in diverse contexts. For example, it appears that the techniques may be implemented at a basic level in the classroom, or in more depth in a therapeutic group scenario. ~ The techniques may be implemented in a holistic manner, e.g. psychodrama model, in isolation, or be integrated with other approaches or theories. ~ Literature suggests that the techniques allow learners to gain more insight into their functioning, to work through unresolved emotions and to develop new and more functional behaviours. ~ The techniques appear to be time efficient in that literature indicates that they are conducive to brief therapy. ~ Training educators as directors and co-directors offers a potentially cost effective and accessible intervention option for South Africa. AFRIKAANSE OPSOMMING: Hierdie literatuur bespreek sekere hoogte punte, met spesifieke verwysing na die Suid-Afrikaanse konteks, die emosionele behoeftes van leerders met spesiale onderwys behoeftes (SEN). Dit plaas klem op die belangrikheid van terapeutiese intervensie vir hierdie leerders indien opvoeders ten doel het om optimale akademiese, sosiale en persoonlike ontwikkeling te bevorder. Weens Suid-Afrika se huidige ekonomiese klimaat is 'n koste-effektiewe en tyds-doeltreffende effektiewe intervensie program wat toeganklik is vir 'n groot getal leerders, absoluut noodsaaklik. Aksie- en dramategnieke word voorgestel as moonlike terapeutiese middels, wat potensieel deur opvoeders geimplementeer kan word as terapeutiese middels, binne die onderwys stelsel. Opvoeders sou dan die sentrale fasaliterings rolle binne hierdie groepe inneem. Die rolle van 'n regisseur en mede regisseur in hierdie konteks het gevolglike spesifieke aandag gekry. Hierdie literatuuroorsig kom tot die gevolgtrekking dat die gebruik van aksie- en dramategnieke die volgende voordele bied: ~ Die tegnieke blyk om effektiewe behandelingsopsies te wees vir leerders met beperkte verbale kommunikasie vermoëns );> Die tegnieke blyk mees effektief te wees in 'n groepsverband en as sulks, beskik dit oor die potentiaal om 'n groot getalleerders te bereik. );> Die tegnieke is aanpasbaar en kan geïmplimenteer word op verskeie vlakke en in diverse kontekste. 'n Voorbeeld hiervan blyk te wees dat die tegnieke geimplimenteer kan word op 'n basiese vlak in die klaskamer, of meer in diepte in 'n terapeutiese groep scenario. );> Die tegnieke kan geïmplimenteer word op 'n holistiese wyse, byvoorbeeld 'n psigodramamodel, in isolasie, of kan geïntigreer word met ander benaderings of teorieë );> Die tegnieke laat leerders toe om meer insig te verkry in hul funksionering, om deur onopgeloste emosies te werk en nuwe en meer funksionele gedrag te ontwikkel );> Die tegnieke blyk meer tyds-effektief te wees deurdat die literatuur aandui dat dit kortstondige terapie aanhelp );> Die opleiding van opvoeders as direkteure en mede-direkteure bied 'n potensieel-koste effektiewe en toeganklike intervensie-opsie aan Suid-Afrika Masters 2012-08-27T11:35:18Z 2012-08-27T11:35:18Z 2002-12 Thesis http://hdl.handle.net/10019.1/53125 en_ZA Stellenbosch University 101 p.: ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Drama in education -- South Africa Special education -- South Africa Children with disabilities -- Education Dissertations -- Education Theses -- Education English, C. L. The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title | The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title_full | The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title_fullStr | The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title_full_unstemmed | The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title_short | The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study |
| title_sort | implementation of action and drama techniques with learners with special educational needs in south africa a literature study |
| topic | Drama in education -- South Africa Special education -- South Africa Children with disabilities -- Education Dissertations -- Education Theses -- Education |
| url | http://hdl.handle.net/10019.1/53125 |
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