b'T3 Journal - Student Writing in Drama, University of Exeter 2018-19completely and try to adopt a neurotypical one or hidespecial areas for learning is not inclusion but integration their differences. I believe that a dyspraxic should notor segregation (dependent upon the context). (Roy 2017:1). adopt another identity or hide their differences just toIt should be remembered that drama teachers are generally fit in. The social model of disability states it is society thatnot experts in specific learning differences (SPLD), but I should adapt and change for disabled people, as society isbelieve teachers should aim for a balance. It is important to what perceives them as impaired. If modern-day societynote that inclusion depends on adapting to suit everyones was adapted to include disabled people, their differencesabilities, not just those who have learning differences: wouldnt be perceived as inabilities or issues. DisabilityAny good drama teacher knows that the curriculum is theorist Deborah Leveroy states: socially constructeda lived experience; it is negotiated with colleagues and values [.] make dyslexia a problem and it is societysstudents - a fallible event dependent upon the abilities, institutions which need to adapt (2013:97). I suggestmoods and backgrounds of those who construct it. (Taylor that we should encourage dyspraxics to embrace their2000:7). Some approaches do not work for dyspraxics in differences, not blend in and hide, as the mask worka workshop setting. This also applies to neurotypicals, could imply. If it is noted to students that the mask doesnot just dyspraxics. There are many different factors that not transform them or who they are but is purely for themaffect the effectiveness of a workshop, like the facilitator to focus on their movements, I see mask work as beingto student relationship, content, and how competitive a more effective tool. the environment is. Furthermore, Taylor states, content in drama workshops should be dependent on the moods In his more recent article, Using Drama as a Tool forand backgrounds of students. Arguably, content should Inclusion Within the Classroom, Roy argues theatrebe negotiated and chosen by teachers and students activities need to be accessible and inclusive for dyspraxics:collaboratively.Put yourself in the position of your students. Are there any barriersemotional, intellectual or physicalpreventingI believe that a dyspraxic does not need to be taught all of your students from accessing lessons? How canby someone with dyspraxia to be successfully taught. you overcome these barriers to make the setting trulyHaving been taught by a mix of teachers with and withoutinclusive? (2017:3). It is assumed that due to his personaldyspraxia, I see no issue being taught by neurotypicals. experiences Roy has a clear understanding of dyspraxia.It is more important that, neurotypical teachers ensure However, no student opinions are included and whilstthey fully understand any learning barriers of their his reasoning raises some interesting points, it assumesstudents, in order to be effective and successful. As people with similar learning challenges can be groupedexplained: Teachers have a responsibility to recognise together, which is not the case; dyspraxic and dyslexichow understandings are constructed in process and people are not a homogeneous group where one methodhow they can co-construct the curriculum content and will suit all (Whitfield 2016:115). All dyspraxics areits implementation. (Taylor 2000:7). From my own different; we are individuals with our own personalitiesexperiences, I have found teachers who understand and and our dyspraxia ranges case by case. I believe that it is anadapt to make it easier for me to succeed. For example, oversimplification to consider dyspraxia as homogeneousI find physical theatre difficult due to co-ordination and when each persons dyspraxia can be very individual. often I feel my differences are highlighted due to my lower ability level. Teachers who are patient and Furthermore, if we focus too much on inclusion ofunderstanding allow me to succeed in an environment students with broader needs, it is possible classes are noI would usually find daunting.longer appealing to neurotypical students. A prime example of this in education is the advice noted in1Read more in Miller N. (1986) The Clinical Teacher in its article Dyspraxia in ClinicalDyspraxia and its Management London and Sydney Croom Helm.Education: A Review: We suggest treating all students as though they may have dyspraxia (Walker, Shaw, Price, Reed and Anderson 2017:102). This could come across as patronising to those who are neurotypical and may mean neurotypicals blame those who have learning differences for the changes in their learning. Similarly, Roy argues the opposite is also ineffective: separating children into 14'