Performing Arts: Benefits and Potentials Within Special Education and ASCs

Authors

  • Irina Roncaglia The National Autistic Society – Sybil Elgar, London, United Kingdom

DOI:

https://doi.org/10.5964/psyct.v11i1.244

Keywords:

performing arts, dance, drama, autonomy, self-determination, relatedness, competence, ASCs

Abstract

This editorial paper aims to present and explore the role of Performing Arts within Special Education and individuals with Autism Spectrum Conditions (ASC). It provides some initial introduction of recognized benefits and evidence based studies within health and wellbeing, education and society. It then aims to focus on how through engagement and development in the performing arts, three fundamental psychological needs can be developed, nurtured and maintained: 1) autonomy, 2) belonging and 3) competence. It aims to explain how by adopting a methodology through a process of ‘performance’ the aforementioned psychological needs can be addressed within special education and individuals with additional needs and with autistic individuals (ASC). Through a creative and yet structured approach a number of skills can be taught with significant benefits and positive short and long-term outcomes. This creative process also aims to highlight how specific barriers in accessing their learning can be overcome. It concludes by providing some suggestions for further evidence-based research in this field so as to strengthen and further develop the already but somehow limited existing evidence based of the benefits of Performing Arts.

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Published

2018-04-27

Issue

Vol. 11 No. 1 (2018)

Section

Editorial

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