Beyond Participation: An Observational Study of Engagement Patterns in Drama Therapy Among Children with Special Needs

Abstract

This study explores how children with special needs engage in structured drama therapy sessions, moving beyond simple participation metrics to understand the nuanced ways they involve themselves. Using a qualitative observational approach, thirty children aged 6–14 with mild to moderate needs were observed across 24 sessions at a special education center. Each 45-minute session followed a three-phase structure: warm-up, enactment, and reflection. Data collection included field notes and video recordings, analyzed through thematic analysis with an adapted engagement coding framework that distinguished active, passive, emotional, symbolic, and disengaged responses. Findings identified five types of engagement: active (spontaneous actions and peer collaboration), passive (attentive observation), emotional (facial expressions and affect), symbolic/creative (role-playing and imaginative projection), and resistance (withdrawal or refusal). Engagement levels varied across session phases, with enactments eliciting the highest active and symbolic engagement, while warm-ups showed more variability. Group dynamics, peer modeling, and therapist support significantly influenced engagement trajectories. These results expand engagement theory into therapeutic contexts and highlight the importance of designing flexible, activity-specific strategies that recognize passive engagement as valid. For educators and practitioners, understanding these diverse engagement patterns can inform more responsive, individualized approaches, emphasizing engagement quality over attendance.