20.500.12556/RUL-170736 Improving the social-emotional well-being of a child with multiple developmental disabilities by incorporating the performative drama model into the learning process Izboljšanje socialno-emocionalnega stanja otroka z več motnjami v razvoju, z vključitvijo performativnega dramskega modela v učni proces Self-advocacy is an essential skill for effective and successful integration into the wider social environment and is important for psychological and physiological well-being. The Performative Drama Model Ars Vitae was trialled to improve students’ assertiveness and performance in real life. A 12-year-old boy with learning disabilities and multiple developmental disabilities, who had difficulties expressing himself and participating in class, was trained over a three-month period. The model was integrated into his lessons, with a particular focus on developing self-advocacy skills to help him express himself better and assert himself in groups. The activities carried out by the “actor” supported the development of his self-advocacy, classroom integration and communication skills, and improved his academic performance and general well-being. Samozagovorništvo je bistvena veščina za učinkovito in uspešno vključevanje v širše socialno okolje; pomembno je za psihološko in telesno blagostanje. Performativni dramski model Ars Vitae je bil preizkušen z namenom podpore razvoja asertivnosti in uspešnosti učenca v vsakdanjem življenju. Pri 12-letnem dečku z učnimi težavami in več motnjami v razvoju, ki je imel težave z izražanjem in s sodelovanjem v razredu, je obravnava po performativnem dramskem modelu potekala tri mesece. Dejavnosti po tem modelu so bile izvajane med poukom. Poudarek je bil na razvoju samozagovorniških veščin, da bi mu pomagali bolje izražati sebe in se uveljavljati v družbi. Posamezne aktivnosti, ki jih je deček izvajal kot »igralec« v performativnem procesu, so podpirale razvoj njegovih veščin samozagovorništva, vključenosti v razredu in komunikacijskih veščin ter izboljšale njegovo učno uspešnost in splošno počutje. arts therapy autism integrated learning self-advocacy Ars Vitae model integrirano učenje samozagovorništvo performativni dramski mode model Ars Vitae učne težave motnje v razvoju avtizem umetnostna terapija true false false Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 7. 2025) Članek v reviji 2025-07-14 07:57:15 2025-07-14 07:57:17 2025-07-18 03:39:23 0000-00-00 00:00:00 2025 0 0 Str. 73–94 no. 2 Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:7.01 2232-2647 10.26529/cepsj.2001 241871107 RAZ_Vidrih_Alenka_2025.pdf RAZ_Vidrih_Alenka_2025.pdf 1 89F00641617DEBC1DA0358C55E5D52AA 1f5eb8ea00142e8f9b2e04fd1b51bc30722640bc034b6cecea267a686abcc5c4 353f1c15-6076-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=212892 https://cepsj.si/index.php/cepsj/article/view/2001/820 1 7758cad5-6075-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=212890 Pedagoška fakulteta CEPS journal 0 0 0