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Can mimetics, a theatre‐based practice, open possibilities for young people with learning disabilities? A capability approach
Author(s) -
Trowsdale Jo,
Hayhow Richard
Publication year - 2013
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12019
Subject(s) - psychology , set (abstract data type) , learning disability , autistic spectrum , process (computing) , action research , action (physics) , pedagogy , mathematics education , autism , inclusion (mineral) , developmental psychology , computer science , social psychology , physics , quantum mechanics , programming language , operating system
While the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less well developed. This article by J o T rowsdale of the U niversity of W arwick and R ichard H ayhow of O pen T heatre considers how a particular theatre‐based practice, here described as ‘mimetics’, can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or ‘capability practice’. Mimetics has been crafted from experimental psycho‐physical actor‐training processes by O pen T heatre C ompany working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. This study draws upon an action research project set up by C reative P artnerships with O pen T heatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well‐being, learning and wider achievement. To illustrate the process, we offer a case study of one child with an autistic spectrum disorder.