Expanding opportunities to learn to support inclusive education through drama-enhanced literacy practices

Sultan Kilinc, Kathleen Farrand, Kathryn Chapman, Michael Kelley, Jenny Millinger, Korbi Adams

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within real-classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural-historical activity theory was used to understand and unpack the drama practices. Twelve semi-structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant-comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.

Original languageEnglish (US)
Pages (from-to)431-447
Number of pages17
JournalBritish Journal of Special Education
Volume44
Issue number4
DOIs
StatePublished - Dec 2017
Externally publishedYes

Keywords

  • cultural-historical activity theory
  • drama
  • inclusive education
  • professional development
  • student with disabilities

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Expanding opportunities to learn to support inclusive education through drama-enhanced literacy practices'. Together they form a unique fingerprint.

  • Cite this