The document discusses how involvement in theatre arts can aid the development of special education children. It outlines several mental disabilities like autism, Down syndrome, and mental retardation. Studies have shown theatre programs help with communication skills, literacy, and relationship building. Special needs children have also responded positively, improving skills with appropriate modifications. The document concludes that theatre arts provide significant benefits and every child should have access to such programs.

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Andrea Urquhart
Mrs. Corbett
November 18, 2011
Involvement in the Arts Effecting the Development of
Special Education Children
Accomplishing the involvement of a special-needs child in the theatre arts can in fact aid
their development in various regions,predominantly communication. Theatre continually has
been thought to have certain benefits to those who have partaken in it, but it is extraordinary to
see certain adolescents’ responses. Even children with stunted development or mental diseases
can benefit highly in the participation of theatre productions. Studies have shown the positive
responses of children to theatre programs are not just coincidence,though some responses are not
as strong as others. To understand this vital aid, one is to consider the different types of mental
disabilities, children’s positive response to theatre, and mentally stunted children’s response to
those same ideas.
To begin, mental diseases are becoming more and more predominant as the years go by;
however, they are not hopeless diseases. One disease that is showing up more often is Autism.
“Observably atypical social behaviors early in the development of children with autism have led
to the contention that autism is a condition where the processing of social information,
particularly faces, is impaired”(Jemel, Mottron, and Dawson).This disease causes a person to
have a very troubled time communicating effectively and makes them unable to recognize

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objects/peopleclearly. However, there have been countless studies that have produced ways in
helping these children build the skills they lack. Some of these include diets, exercising, etc.
Another mental disease would be Down syndrome, which is more popular in children than ever.
“People with Down syndrome have a certain degree of a learning disability. This means that they
are slower to learn new things than other people” (Routh 7).Children who possess this disease
require far greater help and attention to absorb the educations that come more naturally to other
children. There is no cure for this disease; however, just like autism, there have been studies that
have shown such positive results, to where the disease can be lessened for the child whom holds
it. Yet another mental disease that we find more dominant in our country today would be mental
retardation. “Mentalretardation is characterized by incomplete or insufficient general
development of mental capacity, causing a delay in the normal development of motor, language,
and social skills” ("Nervous System Disease”).This disease is not much different than Down
syndrome except this particular disease causes the child’s development to be stunted to a point
that is not normal for a child. Children with this disease must work extra hard to develop said
skills, and in some cases, the child will never fully develop the specific skill/skills. With all of
that said, there is a book that provides proof of the possibility of overcoming a mental disease.
The Short Bus is a novel about a man who overcame his disabilities and set out to find out how
others did as well (Mooney).This man overcame a very intense disease, and he found many
others as well, which is a sign of hope for others with diseases such as his or the others. It is a
miracle that he was able overcome his disease and find so many others just as fortunate as him.
All of those cases involved hard work to achieve their goals. All in all, mental diseases are
showing up more often in adolescence, but so is improvement.

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Meanwhile, children’s participation in theatre is being recognized as beneficial in various
ways. Theatre “can bring about positive social change, build relationships and help to develop
sustainable communities, can help to heal the psychological scars of conflict, can be a powerful
voice for change, and can be used in striving for social justice”(Etherton and Prentki).Children
spend the first part of their lives learning to be creative in every way: day and night they were
drawing, building, singing, acting, etc.However, when put in school they are forced to focus and
sit quietly and not express themselves the way they were used to, and then eventually lose that
skill all together. What children are being taught in school is just as important, but when one
brings back that aspect of theatre and creativity, the child gets development in every aspect. “A
series of theatre-based activities in which students closely interact with text and then see the
literature adapted and produced in a theatrical facility with settings, costumes, lights, and sounds
help alliterate students [to] comprehend, visualize, and find enjoyment in an assigned work of
literature” (Brinda).Children who have any difficulties with reading or writing, one might be
shocked to see how much theatre programs would help people like that rid of their
complications. The fact that this program could help the many kids who suffer from these
problems is astounding. Of course, theatre cannot be expected to resolve any and all classroom
or communication situations or problems, but it can significantlyhelp. “Participation in
community recreation programs support the development of peer relationships, enhances self-
esteem, improves general health, and reduces stress and anxiety in adults and children”(Becker
and Dusing).Not only does theatre simulate literacy; it also helps students develop healthier
relationships and enhanced communication skills. Communication skills are vital, so when a
program like this can contribute authentic help, it is more than worth it. It’s truly amazing how

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the involvement in such a simple and entertaining task can help so much in the long run,
including even your health.In contrast, “Limited participation in community programs may
reduce opportunities to establish social networks and develop communication skills”(Becker and
Dusing).Just because a child isn’t involved in theatre doesn’t mean they are destined for failure,
they are just not subject to the benefits. They will be left behind on an opportunity anyone can
benefit from and enjoy. In conclusion,it is now a known fact that any child can, and should have
the opportunity to expand on their development through means of the theatre arts.
With this in mind, combining both previous thoughts, why should special needs children
be any different than normal children in their response? “With appropriate modifications and the
right child/program fit, children with developmental disabilities such as Down syndrome can
successfully be included in community programs” (Becker and Dusing).This information was
obtained by a test on one 11 year old female who had Down syndrome and was placed in a
theatre program to see her results. As expected, she gathered new knowledge and better
understanding of many key aspects in her lessons. She improved in many aspects including
stamina and communication. “Through learning to recognize, label, manage, and communicate
about their emotions, as well as perceiving and trying to understand others’ emotions, children
build skills that connect them with family, peers, and teachers.” (Brouillette).Basically, theatre
invites the actor to go into someone else’s mindset and come to a better understanding of their
character so they can act out their scene to their best abilities. Similarly, they can go into real life
situations and use that same skill to try and realize how that other person thinks and feels, giving
the child considerably better communication skills. “The arts foster in all of us the ability to
imagine a reality beyond our own experience: This is vitally important for people with

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disabilities but is also an important concept for every one of us as we strive to create a life that is
worth living” (Kissinger and Ponder).Giving these children an outlet for creativity is one thing,
but giving them an outlet that will give them a happier and better life, what could be better for a
special needs child? Everyone needs something like that, and with a special needs child, they
need to work harder to form understandings, and these theatre programs could really give them
that extra boost they need to overcome their challenging disabilities. “The data from [studies]
suggest that the special education students did benefit from a readers' theater program. An
analysis of the fluency scores revealed an increase in the number of words correctly read per
minute in fluency tests” ("A STUDY OF THE EFFECTS").With so much proof out there that
these programs not only help the average child, but even the special needs child, one can tell that
these are most definitely worth it. Just the involvement in one program can have a world of a
different for these children whether it is just a small change for one child, or a huge change for
another. The idea that there is a program capable of helping out these children by giving them
something fun to do is beyond remarkable and significant.
In conclusion, there are many children out there who are considered special needs, and
there is now a new idea that can help them get close to, or even completely overcome their
disabilities. Studies have shown the proof that children respond well to theatre giving them skills
that they will take with them forever, always coming in handy. The importance of these
programs is obvious through the given results. Theatre really does aid the development of special
needs children. Every child should have a chance to partake and benefit from one of these
programs.

6. WORKS CITED
Works Cited
Becker, Emily, and Stacey Dusing. “Participation is possible: A case report of integration into a
community performing arts program.” Physiotherapy Theory & Practice 26.4 (2010): 275-280.
Academic Search Complete.Web. 14 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=1e77a1c4-4570-4d1f-9986-
025ca1cf4e66%40sessionmgr14&vid=3&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=49160366>.
Brinda, Wayne. “Engaging aliterate students: A literacy/theatre project helps students comprehend,
visualize,and enjoy literature.” Journal of Adolescent & Adult Literacy 51.6 (2008): 488-497.
Academic Search Complete.Web. 17 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=dd30a130-a5b9-4ecd-a667-
08408b024866%40sessionmgr15&vid=22&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d
#db=a9h&AN=31204563>.
Brouillette, Liane. “How the Arts Help Children to Create Healthy Social Scripts: Exploring the
Perceptions of Elementary Teachers.” Arts Education Policy Review 111.1 (2010): 16-24.
Academic Search Complete.Web. 14 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=4dac9af0-09ad-4622-8a13-
fdba71b63b8f%40sessionmgr4&vid=9&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d
b=a9h&AN=44867921>.

7. Etherton, Michael, and Tim Prentki.“Drama for change? Prove it! Impact assessment in applied
theatre.”Research in Drama Education 11.2 (2006): 139-155. Academic Search Complete.Web.
15 Nov. 2011. <http://web.ebscohost.com/ehost/detail?sid=0d904e09-ce79-4ace-bb57-
9f689e7426c9%40sessionmgr14&vid=18&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=20855477>.
Jemel, Boutheina, Laurent Mottron, and Michelle Dawson. “Impaired Face Processing in Autism: Fact or
Artifact?” Journal of Autism & Developmental Disorders 36.1 (2006): 91-106. Academic Search
Complete.Web. 17 Oct. 2011. <http://web.ebscohost.com/ehost/detail?sid=dd30a130-a5b9-
4ecd-a667-
08408b024866%40sessionmgr15&vid=9&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=20507310>.
Kissinger, Lori, and Carol Ponder. “Shaken and Stirred: A Pilot Project in Arts and Special Education.”
Teaching Artist Journal 7.1 (2009): 40-46. Academic Search Complete.Web. 14 Oct. 2011.
<http://web.ebscohost.com/ehost/detail?sid=20dd3986-4a58-4205-972f-
84f30071ede6%40sessionmgr14&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d
b=a9h&AN=35884723>.
Mooney, Jonathan. The Short Bus: A Journey Beyond Normal . New York: Henry Holt and Company,
2007. Print.
Routh, Kristina. Just the Facts: Down Syndrome. Chicago: Heinmann Library, 2004. Print.

8. “A STUDY OF THE EFFECTS OF READERS’ THEATER ON SECOND AND THIRD GRADE SPECIAL EDUCATION
STUDENTS’ FLUENCY GROWTH. .” Reading Improvement 42.2
(2005): 105-111. Academic Search Complete.Web. 15 Nov. 2011. <http://web.ebscohost.com/
ehost/detail?sid=0d904e09-ce79-4ace-bb57-
9f689e7426c9%40sessionmgr14&vid=24&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=17460671>.
Works Cited
Becker, Emily, and Stacey Dusing. “Participation is possible: A case report of integration into a
community performing arts program.” Physiotherapy Theory & Practice 26.4 (2010): 275-280.
Academic Search Complete.Web. 14 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=1e77a1c4-4570-4d1f-9986-
025ca1cf4e66%40sessionmgr14&vid=3&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=49160366>.
Brinda, Wayne. “Engaging aliterate students: A literacy/theatre project helps students comprehend,
visualize,and enjoy literature.” Journal of Adolescent & Adult Literacy 51.6 (2008): 488-497.
Academic Search Complete.Web. 17 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=dd30a130-a5b9-4ecd-a667-
08408b024866%40sessionmgr15&vid=22&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d
#db=a9h&AN=31204563>.

9. Brouillette, Liane. “How the Arts Help Children to Create Healthy Social Scripts: Exploring the
Perceptions of Elementary Teachers.” Arts Education Policy Review 111.1 (2010): 16-24.
Academic Search Complete.Web. 14 Oct. 2011. <http://web.ebscohost.com/ehost/
detail?sid=4dac9af0-09ad-4622-8a13-
fdba71b63b8f%40sessionmgr4&vid=9&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d
b=a9h&AN=44867921>.
Etherton, Michael, and Tim Prentki.“Drama for change? Prove it! Impact assessment in applied
theatre.”Research in Drama Education 11.2 (2006): 139-155. Academic Search Complete.Web.
15 Nov. 2011. <http://web.ebscohost.com/ehost/detail?sid=0d904e09-ce79-4ace-bb57-
9f689e7426c9%40sessionmgr14&vid=18&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=20855477>.
Jemel, Boutheina, Laurent Mottron, and Michelle Dawson. “Impaired Face Processing in Autism: Fact or
Artifact?” Journal of Autism & Developmental Disorders 36.1 (2006): 91-106. Academic Search
Complete.Web. 17 Oct. 2011. <http://web.ebscohost.com/ehost/detail?sid=dd30a130-a5b9-
4ecd-a667-
08408b024866%40sessionmgr15&vid=9&hid=17&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=20507310>.
Kissinger, Lori, and Carol Ponder. “Shaken and Stirred: A Pilot Project in Arts and Special Education.”
Teaching Artist Journal 7.1 (2009): 40-46. Academic Search Complete.Web. 14 Oct. 2011.
<http://web.ebscohost.com/ehost/detail?sid=20dd3986-4a58-4205-972f-
84f30071ede6%40sessionmgr14&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#d
b=a9h&AN=35884723>.

10. Mooney, Jonathan. The Short Bus: A Journey Beyond Normal . New York: Henry Holt and Company,
2007. Print.
Routh, Kristina. Just the Facts: Down Syndrome. Chicago: Heinmann Library, 2004. Print.
"Nervous System Disease."Encyclopedia Britannica.Encyclopedia Britannica Online School
Edition.Encyclopedia Britannica, Inc., 2011. Web. 15 Nov. 2011.
<http://www.school.eb.com.proxygsu-sche.galileo.usg.edu/eb/article-75772>.
“A STUDY OF THE EFFECTS OF READERS’ THEATER ON SECOND AND THIRD GRADE SPECIAL EDUCATION
STUDENTS’ FLUENCY GROWTH. .” Reading Improvement 42.2
(2005): 105-111. Academic Search Complete.Web. 15 Nov. 2011. <http://web.ebscohost.com/
ehost/detail?sid=0d904e09-ce79-4ace-bb57-
9f689e7426c9%40sessionmgr14&vid=24&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#
db=a9h&AN=17460671>.