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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-351051
DOI: 10.25656/01:35105; 10.26529/cepsj.2001
URN: urn:nbn:de:0111-pedocs-351051
DOI: 10.25656/01:35105; 10.26529/cepsj.2001
| Originaltitel |
Improving the social-emotional well-being of a child with multiple developmental disabilities by incorporating the performative drama model into the learning process |
|---|---|
| Paralleltitel | Izboljšanje socialno-emocionalnega stanja otroka z več motnjami v razvoju z vključitvijo performativnega dramskega modela v učni proces |
| Autoren |
Vidrih, Alenka  ;
Grošelj, Tina |
| Originalveröffentlichung | CEPS Journal 15 (2025) 2, S. 73-94  |
| Dokument | Volltext (728 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Lernen; Theater; Theaterpädagogik; Schüler; Wohlbefinden; Selbstbehauptung; Selbstvertrauen; Schulleistung; Sozio-emotionaler Faktor; Entwicklungsstörung; Lernschwierigkeit; Ausdrucksfähigkeit; Autismus; Kunsttherapie; Modell; Fallstudie; Empirische Untersuchung |
| Teildisziplin | Empirische Bildungsforschung Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Sprache | Englisch |
| Erscheinungsjahr | 2025 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Self-advocacy is an essential skill for effective and successful integration into the wider social environment and is important for psychological and physiological well-being. The Performative Drama Model Ars Vitae was trialled to improve students' assertiveness and performance in real life. A 12-year-old boy with learning disabilities and multiple developmental disabilities, who had difficulties expressing himself and participating in class, was trained over a three-month period. The model was integrated into his lessons, with a particular focus on developing self-advocacy skills to help him express himself better and assert himself in groups. The activities carried out by the "actor" supported the development of his self-advocacy, classroom integration and communication skills, and improved his academic performance and general well-being. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2025 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 15.04.2026 |
| Quellenangabe | Vidrih, Alenka; Grošelj, Tina: Improving the social-emotional well-being of a child with multiple developmental disabilities by incorporating the performative drama model into the learning process - In: CEPS Journal 15 (2025) 2, S. 73-94 - URN: urn:nbn:de:0111-pedocs-351051 - DOI: 10.25656/01:35105; 10.26529/cepsj.2001 |
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