Improving the Social-Emotional Well-Being of a Child with Multiple Developmental Disabilities by Incorporating the Performative Drama Model into the Learning Process

Oct 15, 2026

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Improving the Social-Emotional Well-Being of a Child with Multiple Developmental Disabilities by Incorporating the Performative Drama Model into the Learning Process describes how self-advocacy supports successful integration into a wider social environment and benefits psychological and physiological well-being. The Performative Drama Model Ars Vitae was trialled to strengthen assertiveness and real-life performance for a 12-year-old boy with learning disabilities and multiple developmental disabilities. Over three months, model-based activities integrated into lessons supported classroom inclusion, communication, improved academic performance, and overall well-being.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Autism Spectrum Disorders

Children with special needs and drama activities

Received: 30 September 2024, Accepted: 21 May 2025 DOI: [https://doi.org/10.26529/cepsj.2001](https://doi.org/10.26529/cepsj.2001) Improving the Social-Emotional Well-Being of a Child with Multiple Developmental Disabilities by Incorporating the Performative Drama Model into the Learning Process Alenka Vidrih*1 and Tina Grošelj2 • 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. Keywords: arts therapy, autism, integrated learning, self-advocacy, Ars Vitae model 1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [alenka.vidrih@pef.uni-lj.si](alenka.vidrih@pef.uni-lj.si). 2 Elementary school of the Institute for the Deaf and Hard of Hearing Ljubljana, Slovenia. 74 improving the social-emotional well-being of a child with multiple ... Izboljšanje socialno-emocionalnega stanja otroka zveč motnjami v razvoju, z vključitvijo performativnega dramskega modela v učni proces Alenka Vidrih in Tina Grošelj • Samozagovorništvo je bistvena veščina za učinkovito in uspešno vključevanje v širše socialno okolje; pomembno je za psihološko in telesnoblagostanje. Performativni dramski model Ars Vitae je bil preizkušen znamenom podpore razvoja asertivnosti in uspešnosti učenca v vsakdanjem življenju. Pri 12-letnem dečku z učnimi težavami in več motnjamiv razvoju, ki je imel težave z izražanjem in s sodelovanjem v razredu, je obravnava po performativnem dramskem modelu potekala tri mesece. Dejavnosti po tem modelu so bile izvajane med poukom. Poudarek jebil na razvoju samozagovorniških veščin, da bi mu pomagali bolje izražati sebe in se uveljavljati v družbi. Posamezne aktivnosti, ki jih je deček izvajal kot »igralec« v performativnem procesu, so podpirale razvoj njegovih veščin samozagovorništva, vključenosti v razredu in komunikacijskih veščin ter izboljšale njegovo učno uspešnost in splošno počutje. Ključne besede: pomoč z umetnostjo, avtizem, celostno poučevanje, samozagovorništvo, performativni dramski model Ars Vitae Introduction Autism Spectrum Disorders Autism spectrum disorders manifest themselves in the areas of social communication, social interaction and behaviour, interests and activities. The deficits significantly impair the child’s social and educational functioning, as they manifest themselves in difficulties with verbal and non-verbal communication, social and emotional reactions, and establishing, understanding and maintaining social relationships, as well as in repetitive stereotypical behaviour, movements, use of objects, interests, language, thinking and behaviour, and unusual reactions to sensory stimuli. Due to more or less pronounced problems in individual areas, children with autistic disorders have poorly developed abilities to adapt to the environment (conceptual, social and practical skills), which significantly hinders their integration into the environment and their development of independence. It is in these areas that they need the most help and support. Depending on the degree, autism spectrum disorders are divided into mild, moderate or severe deficits in social communication and social interaction, as well as mild, moderate and severe deficits in the areas of behav

FAQs

What is the main goal of the study described in the document?

To improve a child's social-emotional well-being and support integration by developing self-advocacy and assertiveness through the Performative Drama Model Ars Vitae.

How was the Performative Drama Model Ars Vitae implemented in the learning process?

It was integrated into the child's lessons over a three-month period, with activities conducted during class to support expressing himself, assertiveness in groups, classroom inclusion, and communication.

Which areas of functioning are affected in autism spectrum disorders as described here?

Difficulties are described across social communication, social interaction, behavior, interests and activities, including challenges with verbal and non-verbal communication, emotional/social reactions, social relationships, repetitive stereotypical behaviors, and unusual sensory responses.

Oct 15, 2026

Upload by jayni