Volume 11, Issue 1, April 2015, Pages 36–48
Amina Foukara1
1 Département des Langues et de Communication, Université Ibn Zohr, ENCG Agadir, Agadir, Maroc
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Two major goals were targeted throughout this qualitative and quantitative research. The provision of an answer to whether the establishment of a curriculum for Drama therapy could help Moroccan speech hearing impaired students to overcome the challenge of maladjustment was the first target. The confirmation of the validity the hypothesis that the establishment of a curriculum for Drama therapy could benefit Moroccan students facing the challenge of speech impairment to achieve catharsis, to improve their knowledge and to impact on the audience was a second target. The findings disclosed that Moroccan students enrolling in Moroccan schools faced challenge with emotional dysfunctions due to a set of factors that accounted for their underachievement at school. The findings revealed also that neither the school curriculum nor the Moroccan teachers placed in charge of them responded to their academic needs. In light of challenges, two outstanding suggestions were made to enlighten Moroccan teachers about what could be incorporated into the curriculum for Drama therapy. Thus, because Shakespeare used characters facing the challenge of impairment in his drama, teachers were solicited to rely on them for the empowerment of non hearing students. This might facilitate the task for Moroccan teachers to introduce Moroccan speech hearing impaired students to drama therapy. It might also help them to come with suggestions about what components of drama therapy should be inserted into the curriculum. The second suggestion placed the focus on giving the chance to Moroccan teachers to take training in Drama therapy. Inspiration was believed to be drawn from British schools A and B.
Author Keywords: Drama therapy, Dramatherapist, Catharsis, Self-esteem, Self-confidence.
Amina Foukara1
1 Département des Langues et de Communication, Université Ibn Zohr, ENCG Agadir, Agadir, Maroc
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Two major goals were targeted throughout this qualitative and quantitative research. The provision of an answer to whether the establishment of a curriculum for Drama therapy could help Moroccan speech hearing impaired students to overcome the challenge of maladjustment was the first target. The confirmation of the validity the hypothesis that the establishment of a curriculum for Drama therapy could benefit Moroccan students facing the challenge of speech impairment to achieve catharsis, to improve their knowledge and to impact on the audience was a second target. The findings disclosed that Moroccan students enrolling in Moroccan schools faced challenge with emotional dysfunctions due to a set of factors that accounted for their underachievement at school. The findings revealed also that neither the school curriculum nor the Moroccan teachers placed in charge of them responded to their academic needs. In light of challenges, two outstanding suggestions were made to enlighten Moroccan teachers about what could be incorporated into the curriculum for Drama therapy. Thus, because Shakespeare used characters facing the challenge of impairment in his drama, teachers were solicited to rely on them for the empowerment of non hearing students. This might facilitate the task for Moroccan teachers to introduce Moroccan speech hearing impaired students to drama therapy. It might also help them to come with suggestions about what components of drama therapy should be inserted into the curriculum. The second suggestion placed the focus on giving the chance to Moroccan teachers to take training in Drama therapy. Inspiration was believed to be drawn from British schools A and B.
Author Keywords: Drama therapy, Dramatherapist, Catharsis, Self-esteem, Self-confidence.
How to Cite this Article
Amina Foukara, “Would the Insertion of Drama therapy into the School Curriculum Help Moroccan Speech Hearing Impaired Students to Overcome the Challenge of Maladjustment?,” International Journal of Innovation and Applied Studies, vol. 11, no. 1, pp. 36–48, April 2015.
