Rituals in Inclusive Reading Theater: A Design-Based Research Study
DOI:
https://doi.org/10.63385/ipt.v1i2.156Keywords:
Rituals, Theater Projects, Inclusive Education, Reflective Practice, DBR, PIMODE, Language EducationAbstract
Drama-based learning in inclusive classrooms presents both challenges and opportunities. While not all students are initially motivated to perform, structured drama projects can unlock individual potential by offering various roles and functions. This study explores the intervention “Stop Bullying! A Theater Project”, implemented across 14 settings with over 80 students between 2021 and 2023. Drawing on four cycles of design-based research (DBR), the study analyzes reflective protocols (n = 8) and student feedback (n = 87) to identify how rituals—such as warm-ups, greeting circles, and reflection routines—support inclusive engagement. These practices are examined through the conceptual lens of the Potsdam Inclusive Didactic Teaching Model (PIMODE). While findings demonstrate the pedagogical value of rituals in inclusive theater, the study is limited by its reliance on qualitative data and contextual specificity. Implications are discussed for future inclusive educational design and drama-based literacy instruction. This article contributes meaningfully to the fields of inclusive drama pedagogy and reflective teaching practices by emphasizing the role of structured rituals in literacy development. It offers a practical framework for educators aiming to implement inclusive theatre projects and underscores the ethical dimension of inclusive education. Through its focus on co-constructed routines and emotionally secure learning environments, the study bridges theory and practice in fostering equitable and participatory literacy learning.
References
[1] Bormann, S., Giera, W.-K., Deutzmann, L., et al., 2025. Building Bridges in Education: The English Translation of the Potsdam Inclusive Teaching Model (PIMODE). In: Giera, W.-K., Böhme, K., Neumann, A., et al. (eds.). The Potsdam Inclusive Didactic Teaching Model: Systematically Designing Inclusive Teaching and Learning Opportunities. Universitätsverlag Potsdam: Potsdam, Germany. pp. 39–53. (in German)
[2] Aas, H.K., 2022. Teachers talk on student needs: Exploring how teacher beliefs challenge inclusive education in a Norwegian context. International Journal of Inclusive Education. 26(5), 495–509. DOI: https://doi.org/10.1080/13603116.2019.1698065
[3] Bray, A., Devitt, A., Banks, J., et al., 2024. What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology. 55(1), 113–138. DOI: https://doi.org/10.1111/bjet.13328
[4] Woodcock, S., Gibbs, K., Hitches, E., et al., 2023. Investigating teachers’ beliefs in inclusive education and their levels of teacher self-efficacy: Are teachers constrained in their capacity to implement inclusive teaching practices? Education Sciences. 13(3), 280. DOI: https://doi.org/10.3390/educsci13030280
[5] Ferrada Quezada, N., 2021. Outcomes of a readers' theater program on oral reading prosody: An exploratory study in different environments. International Electronic Journal of Elementary Education. 13(5), 577–588. DOI: https://doi.org/10.26822/iejee.2021.213
[6] Hautala, J., Ronimus, M., Junttila, E., 2022. Readers' theater projects for special education: A randomized controlled study. Scandinavian Journal of Educational Research. 67(5), 663–678. DOI: https://doi.org/10.1080/00313831.2022.2042846
[7] Beaumont, N.E., 2020. Drama as inclusive literacy in high diversity schools. NJ. 44(2), 120–131. DOI: https://doi.org/10.1080/14452294.2021.1897250
[8] Prengel, A., 2022. Designing Schools Inclusively: An Introduction to Reasons and Courses of Action. Budrich: Opladen, Germany. (in German)
[9] Giera, W.-K., 2025. Everyone Is Reading and Playing! A Participatory Theater Project to Promote Reading Competence. Education Sciences. 15(5), 593. DOI: https://doi.org/10.3390/educsci15050593
[10] Schmalenbach, C., Giera, W.-K., Kayser, D.N., et al., 2024. Implementing CI in Germany – Relevant principles, contextual considerations, and first steps. Intercultural Education. 1–8. DOI: https://doi.org/10.1080/14675986.2024.2426933
[11] Giera, W.-K., Böhme, K., Widmann, I., 2024. Designing and Reflecting on Inclusive Learning Opportunities – But How? The Potsdam Inclusive Didactic Teaching Model in a Practical Test: Report on the Workshop at the 57th bak Seminar Day 2023 at the University of Potsdam. SEMINAR. 30(1), 26–40. DOI: https://doi.org/10.3278/SEM2401W004 (in German)
[12] Valtin, R., Bird, V., Brooks, G., et al., 2016. European Declaration of the Right to Literacy (Full version). The European Literacy Policy Network (ELINET): Köln, Cologne, Germany.
[13] OECD, 2023. PISA 2022 Results (Volume I): The State of Learning and Equity in Education. 5 December 2023. OECD Publishing: Paris, France. DOI: https://doi.org/10.1787/53f23881-en
[14] Giera, W.-K., Nagel, L., 2025. The Development and Reflection of a Theatre Project Using the Potsdam Inclusive Didactic Teaching Model. In: Giera, W.-K., Böhme, K., Neumann, A., et al. (eds.). The Potsdam Inclusive Didactic Teaching Model: Systematically Designing Inclusive Teaching and Learning Opportunities. Universitätsverlag Potsdam: Potsdam, Germany. pp. 153–170. (in German)
[15] Rosebrock, C., Nix, D., 2020. Foundations of Reading Didactics and Systematic School-Based Reading Promotion, 9th ed. Schneider: Hohengehren, Germany. (in German)
[16] Tierney, R.J., Pearson, P.D., 2024. Fact-checking the science of reading: Opening up the conversation. Literacy Research Commons. Available from: https://literacyresearchcommons.org/wp-content/uploads/2024/04/Fact-checking-the-SoR.pdf
[17] Denk, R., Möbius, T., 2017. Drama and Theatre Didactics: An Introduction. Erich Schmidt Verlag: Berlin, Germany. (in German)
[18] Wyss, C., 2013. Teaching and Reflection: A Multiperspective Study of Teachers’ Teaching and Reflection Competence. Waxmann: Münster, Germany. (in German)
[19] Mayring, P., 2022. Qualitative Content Analysis: Basics and Techniques, 13th ed. Beltz: Weinheim, Germany. (in German)
[20] Reinmann, G., 2022. What Makes Design-Based Research into Research? The Debate on Standards and the Neglected Role of Design. EDeR. Educational Design Research. 6(2), 1–22. DOI: https://doi.org/10.15460/eder.6.2.1909 (in German)
[21] Philippakos, Z.A., Howell, E., Pellegrino, A., 2021. Design-Based Research in Education: Theory and Applications. Guilford Press: New York, NY, USA.
[22] Plomp, T., Nieveen, N., 2013. Educational Design Research. Netherlands Institute for Curriculum Development (SLO): Enschede, Netherlands.
[23] Helmke, A., 2009. Teaching Quality and Teacher Professionalism: Diagnosis, Evaluation, and Improvement of Teaching, 3rd ed. Beltz: Weinheim, Germany. (in German)
[24] Kounin, J.S., 1970. Discipline and Group Management in Classrooms. Holt, Rinehart & Winston: New York, NY, USA.
[25] McAtamney, O., 2021. School Drama: Using drama for oracy in an EAL/D classroom. NJ. 45(2), 113–127. DOI: https://doi.org/10.1080/14452294.2021.2011045
[26] Wigfield, A., Gladstone, J., Turci, L., 2016. Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives. 10(3), 190–195.
[27] Guthrie, J.T., Klauda, S.L., Ho, A.N., 2013. Modeling Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents. Reading Research Quarterly. 48(1), 9–26.
[28] McAlister, M., 1995. An Interview with Augusto Boal. Dramatherapy. 17(3), 7–9. DOI: https://doi.org/10.1080/02630672.1995.9689398
[29] Boal, A., 2019. Theater of the Oppressed. Pluto Press: London, UK.
[30] Becker, U., 2025. Managing Challenging Behaviour in Schools: Educational Insights and Interventions. Verlag Barbara Budrich: Leverkusen, Germany.
[31] Groundwater-Smith, S., Le Cornu, R.J., Ewing, R.A., 2000. Teaching: Challenges and dilemmas. Cengage Learning: South Melbourne, Australia.
[32] Lo, K.Y., Matsunobu, K., 2014. Role of Art and Creativity in Child Culture and Socialization. In: Ben-Arieh, T.A., Casas, F., Frønes, I., et al. (eds.). Handbook of Child Well-Being. Springer: Dordrecht, Netherlands. pp. 1053–1078.
[33] Aukerman, M., Chambers Schuldt, L., 2021. What matters most? Toward a robust and socially just science of reading. Reading Research Quarterly. 56(Suppl 1), S85–S103. DOI: https://doi.org/10.1002/rrq.406
[34] Cremin, T., Scholes, L., 2024. Reading for pleasure: Scrutinising the evidence base — Benefits, tensions and recommendations. Language and Education. 38(4), 537–559. DOI: https://doi.org/10.1080/09500782.2024.2324948
PDF
