b'Stephanie Gaddumconfidence and ability by wearing a mask. Copeaus student Confidence is a transferable skill that increases job and later son-in law, Jean Dast, commented:prospects for dyspraxic young adults. Job interviewees tend to be more successful if they can communicate openly, When the face is masked or hidden, one is lessclearly and confidently. Greater confidence benefits any timid, feels freer, more daring and insincerity is quicklypresentations dyspraxics may have to do in future careers. apparent. The mask demands both a simplification andDrama is an excellent grounding for all these experiences. extension of gestures; something forces you to go to theMask work allows dyspraxics a sense of anonymity which limit of the feeling being expressed (Hodge 2010:57).Roy argues is used to shake off differences, allowing them to feel more included and belong within a mixed Roy argues that dyspraxics can gain confidence throughenvironment, as they become more detached from participating in drama, this results in raising the studentsthemselves. Often, many dyspraxics long for acceptance confidence, they then become more willing to participateand understanding. Charlotte, a dyspraxic mentioned in in tasks. Because drama is a collaborative, not competitive,Caged in Chaos, comments on how she used a laptop in methodology, the fear of rejection and failure can beher class and people complained about the very loud and challenged and through development of strengths inannoying noise of her laptop: I didnt like to be seen as academia can support children. (Roy 2014:369). Whendifferent. I didnt want to draw attention to myself. I just dyspraxics are in a non-competitive environment, theywanted to be invisible. (Biggs 2005:75). The use of masks are less scared of rejection and failure. This means thatin drama removes this unwantedattention and allows dyspraxics are more willing to try new things and sodyspraxic students to be included and feel like they belong. engage with learning more readily. Roy claims that mask work can aid the individuals ability to view themselves positively: The individual who has a To gain this non-competitive and safe environment, it isdisability can distance themselves from feelings of important that whoever facilitates and leads the workshopsinadequacies created through the perceptions of a must gain the trust of the participants. This makessociety that glorifies physical normality and conformity participants feel at ease and willing to be involved.condemning the physically/neurotypically atypical. (Roy When conversing with David Roy by email about these2014:372). As explained here, the student often views mask theatre workshops, he stressed how important it is to:themselves negatively, as they see their differences as just make it a fun and silly and a safe place. If the leader/ burdens and want to be able to conform to the rest of facilitator can make mistakes and show its okay to do sosociety. I think this is particularly prominent at secondary then the students will feel more comfortable. (2018:np).school, where I personally found pressure to fit in and Thus, indicating the relationship between the facilitatorseem normal or meet my own definition of normal.and the student is crucial, as it gives students the opportunity to fail within a safe space and practiceRoy explains: Through wearing the mask, the individual without judgement. does not lose their own identity, but can adopt another, whilst their physicality is disassociated. (Roy This counteracts the current education systems traditional2014:372). This process, Roy argues, allows for the student desk-based learning, that arguably pre-judges set aspects ofto feel more included despite any differences they have in a childs abilities through primarily assessing them by tests.co-ordination and movement. Roy argues that in his mask I propose that desk-based learning potentially misses outworkshops the inclusion of dyspraxics was important: valuable skills, such as creativity, which arent as thoroughlyTheir inclusion, and partaking of activities within the addressed through standardised testing. This standardclassroom, was not only equal, but students with learning teaching alienates students who are less academic or find itdifficulties were not immediately apparent to the outside harder to flourish in this environment. The arts allow theseobserver. (2014:2). Inclusion is defined by Roy as: students to succeed as they offer different, often moreall children are involved and supported in all aspects of kinetic, learning methods to students. In Roys 2014education, no matter the gender, ethnicity belief system, article Dyspraxia, drama and masks: Applying the schoolsocial circumstances or challenges (including disability) curriculum as therapy. Jennings and Minde state: The arts(2017:1). Dyspraxics may generally like to be viewed as in all their forms offer multiple methods to allow childrenequal and not have their differences highlighted. However, to access the curriculum. Therefore, the arts have a role, inwhilst equality for dyspraxics is important, arguably it is inclusion for all, to allow full access to the curriculum (np). unethical for dyspraxics to shun their dyspraxic identity 13'