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| Acknowledgments | |
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| Introduction | |
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| Definition of drama therapy | |
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| Drama therapy as an appropriate intervention | |
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| The use of drama therapy with people with a learning disability | |
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| How the book is organized | |
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| Getting Started | |
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| Assessing the level of the group | |
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| Working within the classroom environment | |
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| Teaching staff how to support the sessions | |
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| Creating the culture of the sessions | |
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| Physical safety | |
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| The Use of Traditional Stories | |
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| Why use traditional stories? | |
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| Guidelines for choosing traditional stories | |
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| Where to find appropriate stories | |
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| The use of props as aids to comprehension, participation and enjoyment | |
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| Allocating roles in the story | |
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| The use of song | |
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| Structuring the sessions | |
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| Helping Others | |
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| The children and the thunder god | |
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| The bell of Hamana | |
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| Rata the wanderer | |
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| The umbrella tree | |
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| Dealing with Change | |
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| Raven and the giant who sits on the tide | |
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| Maui and the sun | |
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| The Windmaker | |
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| Working as a Team | |
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| The Thunder of the Four Colours | |
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| The bog people | |
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| Hemi and the whale | |
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| The healing waters | |
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| Trickery and Stealing | |
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| King Arthur's gold | |
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| Jack and the beanstalk | |
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| Maui's search for fire | |
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| Raven and the light | |
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| Stories of a Special Child | |
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| The birth of Maui | |
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| Momotaro | |
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| Morning Star, Evening Star | |
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| Unlikely Heroes | |
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| Grandmother Spider | |
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| Yukos and the monster | |
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| Solomon and the bee | |
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| The first sail | |
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| Competitiveness | |
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| Tarantula and Swift Runner | |
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| Atalanta and the golden apples | |
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| Paikea | |
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| Trust | |
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| Psyche and Amor | |
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| Vassilisa and Baba Yaga Bony Legs | |
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| Kahakura | |
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| Devising Stories: A Guide to Using Stories to Explore Themes in Everyday Life | |
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| Adolescent students with an intellectual disability | |
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| Adolescent students with attentional or behavioural problems | |
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| Students with Asperger syndrome | |
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| Using a Visual Storyboard with Students with Autism | |
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| The storyboard | |
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| Drama Therapy and Engaging the Attention of Students with an Intellectual Disability: A Research Study | |
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| Intellectual disability and the importance of attention | |
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| Attention in drama therapy | |
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| Alignment with special education literature | |
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| Summary of literature review | |
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| Components of the drama therapy sessions | |
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| Measures | |
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| Instructional procedure | |
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| Programme support | |
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| Results: therapist's record of sessions | |
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| Therapist's record of changes in the four target students | |
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| Summary | |
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| Conclusion | |
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| References | |
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| Useful Websites | |
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| Subject Index | |
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| Author Index | |