Abstract
The Drama Discovery Curriculum (Hipsky, 2006a) was piloted in a middle school classroom for eleven students with emotional/ behavioral disabilities and one student with delinquent behaviors at a small private alternative education school in Western Pennsylvania. Students with emotional and/or behavioral disabilities often have low selfefficacy when it comes to explaining their own disabilities, coping with the label of having a disability, and the general issues that come from having a disability. The article begins by delving into what categorizes a student as having an emotional/behavioral disability. It then explores the compounding factors that often accompany the exceptionality, which include: social, academic, self-abusive, and family issues. The disorder’s impact on the students’ academic growth and self-esteem is positively affected by the use of The Drama Discovery Curriculum because it gives a foundation for emotional disclosure breakthroughs. The current literature and this study support that dramatic games and improvisation in the classroom can provide a safe space for the students to express their feelings and learn social skills.
Recommended Citation
Hipsky, Shellie
(2007)
"Drama Discovery: Setting the Stage for Students with Emotional/Behavioral Needs to Learn about Self,"
Essays in Education: Vol. 21:
Iss.
1, Article 14.
Available at:
https://openriver.winona.edu/eie/vol21/iss1/14
Unique Identifier
WSUEIE2007SUhipsky
