The Theatrical play and social skills development: teachers’ perspectives on educating autistic students Teachers’ Perspectives on Teaching Students with Autism

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Maria Bella Christina Evaggelinou

Abstract

Today an important number of students with autism spectrum disorders are increasingly including in general schools and participating in theatre play classes as an effort to improve their social skills. The study is based on semi-structured interviews with twelve primary school teachers who working in Greek general schools and teaching theatrical play on students with autism spectrum disorders. Questions that are raised in this study are: How teachers evaluate theatrical play as a teaching method on social skills development? The scope of theatrical play activities responds to student’s needs? The analysis shows that teachers believe that the theatrical play is a creative and expressive method which can provide opportunities for these students to interact with others in a fun and supportive environment. The innovative model of theatrical play when is designed specifically for students with autism spectrum disorders it can be work as a viable option to promote the development of social skills. The activities seemed to promote particular gains in peer interaction, adjusting to routines, eye contact, and social perceptions.


 


Keywords: autism, theatrical play, teaching, social skills

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