There was a debate after the second world war about whether drama method was educational or whether it was therapeutic? (Peter Slade, 1958) This article aims to make a distinction between educational and therapeutic method, hence, to evaluate Peter Slade’s drama method.

The article titled ‘the Importance of an engineering learning Management multimedia System for the Production of an African University Curriculum Geared towards the Achievement of Long Lasting Development in the African Continent ‘ is a qualitative research. The objective was two-dimensional. Our first target was geared towards finding out if an engineering learning multimedia system could be of help to a group of African university researchers to overcome the problem of distance and of cultural differences so as to produce ‘a University African Curriculum’. Our second target was to fuel a future debate on the advantages and the disadvantages of the inclusion a multimedia learning management system into a ‘university African curriculum’. To check the validity of the hypotheses, two samples were randomly chosen. They were made of students exposed to two controversial sources of law. Data collection methods were used, allowing for the verification of those hypotheses. Interestingly, the description of the results indicated that controversial law impacted on the way the sample perceived the world, hence, they showed that they two controversial sources of law resulted into the hindrance of direct communication between the two different samples of students. It was ultimately concluded that an engineering learning management multimedia system known under SALSA could gather university African researchers for them to produce an African University Curriculum for long lasting development in Africa.

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.