This master's thesis examines the roles and responsibilities of the mentor in the practice of creative drama with adults with intellectual disabilities (ID). Adults with ID constitute a subgroup of people with disabilities who are not integrated into mainstream educational programs. For this population, adapted curricula with reduced educational standards as well as special education programs are implemented. They are frequently placed in separate institutions such as training, work and care centers, sheltered workshops, and residential units. Consequently, they remain to a considerable extent excluded from broader social life. Creative drama offers these individuals opportunities for enhanced social inclusion, while simultaneously fostering the development and maintenance of a wide range of abilities and skills.
Within the process of creative drama in groups of adults with ID, the mentor assumes a pivotal role - functioning as leader, facilitator, advisor, assistant, motivator, confidant, listener, mediator and expert. Since the tasks and competencies required of a mentor often exceed the capacity of a single individual, the formation of a broader support team is essential. The theoretical section of the thesis is structured around three thematic domains: mentorship, adults with ID, and creative drama. The empirical section draws on data collected through participant observation and semi-structured interviews.
The research results highlight the key findings, categorized into the following areas: motivating the group and individual participants; encouragement and fostering of independence; leading, guiding, supporting, and assisting; individualizing and adapting the process; advising and managing conflict situations; participation of adults with ID; teamwork; combining various activities; effective, clear, and coherent communication; and mentor competencies.
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