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Drama, Masks, and Social Inclusion for Children with a Disability

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Handbook of Social Inclusion

Abstract

Internationally, diagnosis of children with neurological disabilities is increasing. While medically such conditions as autism, dyspraxia, and ADHD are defined as neurological, their impacts on the physicality of children in the community cannot be dismissed. There are multiple barriers for social inclusion of children with these disabilities. This chapter argues as to the potential benefits that drama and mask can offer, providing tools to access the wider community as well as the education curriculum. Through drama being a collaborative, not competitive methodology, the fear of rejection and failure can be negated. The role of masks in allowing children to disassociate from an imposed identity allows children full inclusion in a meaningful way. This chapter based on research offers background to specific disabilities, the challenges facing schools and communities, and practical activities with drama and masks to apply.

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Authors and Affiliations

  1. School of Education, University of Newcastle, Callaghan, NSW, Australia

    David Roy

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  1. David Roy
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Correspondence to David Roy .

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Editors and Affiliations

  1. School of Health Sciences, Western Sydney University, Penrith, NSW, Australia

    Pranee Liamputtong

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Roy, D. (2021). Drama, Masks, and Social Inclusion for Children with a Disability. In: Liamputtong, P. (eds) Handbook of Social Inclusion. Springer, Cham. https://doi.org/10.1007/978-3-030-48277-0_107-1

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  • DOI: https://doi.org/10.1007/978-3-030-48277-0_107-1

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  • Print ISBN: 978-3-030-48277-0

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