Inclusive Practices Using Theater Pedagogy as an Alternative for Access to Learning

Carlos Roberto Arriagada Hernández, Josefina Valderrama Jalabert, Gerardo Fuentes Vilugrón, Pablo del Val Martín, Óscar Ovidio Calzadilla Pérez

Research output: Contribution to journalArticlepeer-review


Psychopedagogical research on theatrical pedagogy is among the most significant inclusive education practices in subjects with Special Educational Needs. The objective of the article was to evaluate the use of personal stories of children with Down syndrome who are in the Transition II level of Kindergarten Education and fourth year of Basic Education from theatrical pedagogy as inclusive practices in a private school in the commune of Vitacura, Metropolitan Region (Chile). The research was conducted through the interpretative qualitative approach, using techniques such as the episodic interview and the photographic interview. The Atlas.ti software was used to process the data. The interpretation of results and discussion yielded five central categories: 1) learning opportunities, 2) participation, 3) school access, 4) teaching theater pedagogy, and 5) theater pedagogy activities. This study identifies favorable attitudes of the interviewees to the exercise of theater pedagogy activities as an inclusive scenario, although with observations for improvement in access and physical spaces.

Original languageEnglish
Pages (from-to)349-360
Number of pages12
JournalInternational Journal of Membrane Science and Technology
Issue number2
Publication statusPublished - 21 Jun 2023


  • Educational innovation
  • Special education
  • Theatrical pedagogy

ASJC Scopus subject areas

  • Biochemistry
  • General Materials Science
  • Physical and Theoretical Chemistry
  • Filtration and Separation


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