Moline Public Library

This open-access book empowers its readers to explore the acoustic world of animals and builds the skills necessary to collect and interpret acoustic data.

This chapter illustrates the importance of and best practices for creating, implementing and sustaining inclusive communities for students through process based drama. Using narratives, stories from the field, and examples of student growth and learning, the chapter defines ways to artistically serve emerging learners through the use of drama within a variety of inclusive settings. A key focus of the chapter is the exploration of ways to adapt the creative process of drama to meet the specific needs of youth with autism in an inclusive learning environment. Characteristics and descriptions of program elements include: a) the use of key drama elements to support creative sensory awareness, movement, pantomime, characterization and story to support creative expression in inclusive settings and b) best practices for enhancing and expanding the emerging learners' abilities to engage in pretend play, communicate non-verbally, share an idea dramatically, assume a role beyond self, and promote positive social interactions. Guidelines for reflecting on student engagement and exploration are also presented.

These activities are designed to appeal directly to students, giving them open-ended questions intended to engage their intellect through their interests. Students may work on the activities individually, in pairs, or in small groups. No solutions are suggested or given for the activities so that students will look to themselves as the mathematical authority, thereby developing the confidence and critical-thinking skills necessary to validate their work.

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