Physical Disability and Drama Activity

Abstract

Abstract Drama activity presents a great challenge for adolescents with physical disabilities, and at same time it provides them with much experience for Adolescents are educated through theatrical activity; they test numerous new roles, develop their attitude towards art culture, and most of all they get insight into different life situations, which have not been known to many of them so far. By experiencing different roles, an adolescent gets personal recognition, undergoes a process of personal changing and thus tests his or her personal perceptions of As regards drama activity we follow presumption saying that being different is also an advantage. The main purpose of drama activity is gradually realized through programme: getting to know yourself and theatre medium in general. Adolescents meet multilayered communication and public appearance, which helps them in their personal Key words: adolescent with physical disabilities, drama activity, expression (ProQuest: ... denotes non-US-ASCII text omitted.) 1. Introduction Level of physical disability: 1. No or minor physical disability; 2. Moderate physical disability; 3. Major physical disability; 4. Severe physical disability. The level of physical disability depends on whether an individual person performs certain mobility activities with more or less difficulty, whether an individual person needs different items for help and other adjustments, whether an individual person depends on help of other people, or whether, in worst case, an individual person cannot perform certain activities at all. Physical disability is a very wide concept, as it can be shown in case of an individual person in a large variety of forms, to a number of different extents, and there are also plenty of reasons for it to appear. We can say that a person with physical disability is that person with an inborn or acquired physical deformity or trouble which is evident in decreased walking capability, use of hands or performing other mobility activities. Besides problems in field of moving and mobility, these people are also often limited in field of personal care, communication, learning and other activities in If physical disability is a consequence of a damage of central nerve system, specific needs of children are especially complex, since in this case child's intellectual and psychosocial development is also often different. 1.1 Educator-animator Our educational work is often referred to as the school for life. Adolescent with physical disability acquire experiences they do not have but are essential for Without animation activities, these shortages cannot be developed. This way activities are constantly tied in educational work and vice versa. Educational work is expressed through animation activities to a large extent. The activities actually help us realize our set goals. They do not only present an active use of leisure time, but they rather have a deeper meaning. An educator teaches through animation activities, tries to reach set goals, and due to adolescents' lack of experience, educator creates situations through which adolescents obtain experience. In performing animation activities, educator has role of an animator. Each activity needs to be adapted to specific needs of an individual, which requires educator's high improvisation capacity and at same time professional capacity. The significance of animation activities, their influence and help with realizing set goals is seen in a large spectre of possibilities of testing life situations, new experiences, development of value system, emotional field, development of creativeness, intellectual capacities, and in obtaining of social experience and functional knowledge. …