DRAMATIC ARTS IN INCLUSIVE EDUCATION: A CASE STUDY OF ONE HIGH SCHOOL

Incorporating dramatic arts into the curriculum offers essential emotional and social development opportunities in an inclusive educational environment.The qualitative case study examined the role of dramatic arts in inclusive education at a high school in the O.R. Tambo Inland District, using a purposive sample of 20 grade 10 learners.The study was grounded in Vygotsky's social constructivist theory, and the framework incorporated the principles of Universal Design for Learning to advocate flexible teaching methods.The research examined how dramatic arts facilitate social interaction and emotional expression among diverse learners.Data was collected using structured interview questions.The collected data was coded and patterns drawn.Thematic analysis was employed to identify key themes from structured interviews.Significant findings emerged from the study.Graphs and tables were drawn and interpreted.Findings reveal that dramatic arts significantly enhanced students' communication skills, allowing them to express themselves more freely and confidently.Another finding was that participation in drama activities fostered stronger peer relationships, promoting a sense of belonging and inclusion among students with varying abilities.The findings highlighted the importance of creative expression in enhancing educational experiences for all learners if included in most schools.To further support the integration of dramatic arts in schools, it is recommended that schools invest in professional development for teachers focused on drama education and allocate resources specifically for dramatic arts programs.Also, fostering partnerships with local arts organizations could enrich the curriculum and provide students with diverse artistic experiences.