PT Journal
AU Krahulcova, K
TI Expressive therapy as a teaching instrument in an inclusive educational process
SO Journal of Exceptional People
PY 2016
BP 105
EP 117
VL 5
IS 2
DE Expressive therapy; inclusion; children; pupils and students with special educational needs; educational process; teacher.
AB Expressive therapy is increasingly used in education and has a potential of becoming an instrument for successful inclusion of children, pupils, students and adults with specific needs. The paper focuses on defining the context (competences, limitations, instruments) of teachers in the area of using expressive therapy in the process of inclusion of children, pupils and students with special educational needs. The objective of the research study is to define the possibilities and limitations of expressive therapy within the competences of teachers with adequate academic degrees. The research study focuses on teachers preparing for their profession and teachers already using expressive therapy, and on their methods leading to successful inclusion in the educational process. The research study was of a quantitative design and was conducted by means of a questionnaire of an own design. The questionnaire was distributed to the respondents via email and social networks. The respondents were selected by means of deliberate sampling. The respondents were graduates from Special education with a focus on drama therapy, Faculty of Education, Palacky University in Olomouc, who are competent to use expressive therapy in the educational process, and teachers preparing for their profession, i.e. students of the same field of study already working in a practical environment. An interesting finding of the research was that although this field of study of a non-teaching focus, a number of graduates work in the area of education. The results of the research study suggest a range of expressive therapy instruments that can contribute to the inclusion of children, pupils and students with special educational needs.
ER