Drama can be utilize in inclusive classrooms to support all students in all academic In the Classroom

areas from English to Science. It helps students with disabilities and English lan-
guage learners through supporting the communication of ideas in non traditional More ideas:
ways. There is no set strategy to integrate drama into lesson plans, below is a va- Puppet Play
riety of ideas that can be used to instead of traditional writing activities. Masks
Improvise Performance Poetry
Put students in groups of two or three, and assign the characters and the
situation to the groups, perhaps using 3x5 index cards. Give a time limit of
two to three minutes per scene. Students create the dialogue and move-
ment themselves.

Mime and Dubbing

Have students act out short scenes without dialogue. The rest of the class
then supplies the dialogue, developing the “script.”

Give “Voice” to an Inanimate Object Role Play

What would a stapler say if it could talk? Or an apple? Have stu-
dents write monologues with inanimate objects as the character.
Act out the Story
Student assumes the role of an individual, for ex-
ample a cashier when playing shop when learning
about decimals and money. Can be used in science
too, be a molecule or an electron.

Have students act out the story or part of the story, working in groups and assigning
roles .
History Reenactment
Assume the character or individual that the student is researching .
 As teachers it is our responsibility to teach academics as well as social skills.
In the Classroom
Many students with disabilities and many without face a deficit in this area. 1. Introduce target behav-
Using drama in the classroom can address these issues and help teach stu- ior or feeling.
dents the skills they need to be successful by modeling appropriate behaviors. 2. Model target behavior or
This can be also used for conflict resolution in older students. feeling.
3. Have students demon-
Using Role Play to Deal with difficult feelings:
strate behavior or emo-
Drama Mask Drawer: Teach student a coping mechanism for the difficult feeling. For tion.
Students pretend to reach into a example jealousy. Teach them to shake it of f by shaking their
4. Introduce coping skill.
drawer when the teacher tells them whole body and shrugging.
5. Model coping skill.
to put on their (emotion) face. Stu- Then have them role play the use of the coping mechanism. Have
dents put their hand over their face two students at a time and a much wanted item. You as the 6. Students practice coping
pretending to put the mask on and teacher give the item to the one student. You have the other stu- skill.
reveal their expression to show their dent reach into their Mask drawer and put on their jealousy 7. Role play scenarios when
emotion. mask. Then you have them use their coping skill of shake it off student would need to
and shrug! Switch kids and keep going. use the coping skill.
References 8. Praise lavishly!!
Boudreault, C. (2010). The benefits of using drama in the ESL/EFL classroom. The Internet TESL Journal, 16(1), 1-5.

Dorion, Kirk Robert. "Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science
lessons." International Journal of Science Education 31.16 (2009): 2247-2270.

Heyward, Paul. "Emotional Engagement Through Drama: Strategies to Assist Learning Through Role-Play." International Journal of Teaching
and Learning in Higher Education 22.2 (2010): 197-204.

Jackson, James T., and Nathaniel Bynum. "Drama: A teaching tool for culturally diverse children with behavioral disorders." Journal of Instruc
tional Psychology 24.3 (1997): 158.

Roy, David, and Caroline Dock. "Dyspraxia, drama and masks: Applying the school curriculum as therapy." Journal of Applied Arts & Health 5.3