Classroom Management and Theater-Based Practices: A Qualitative Research Based on Special Education Teachers’ Experiences

Abstract

This qualitative study examines the impact of structured theatre-based practices on classroom management, based on the experiences of special education teachers working with students with intellectual disabilities. It investigates how these practices contribute to classroom interaction, behavioral regulation, and the learning environment. Semi-structured interviews were conducted with ten teachers who observed and implemented the practices in their classrooms. Thematic analysis revealed four main themes: contributions to classroom management, individual behavioral development, changes in peer interactions, and effects on student attitudes toward teachers. The findings show that theatre-based practices enhance students' self-regulation, behavioral adjustment, and social interaction skills, supporting effective classroom management. Moreover, they foster positive transformations in student-teacher and peer relationships, promoting an inclusive and interaction-oriented classroom climate. Structured theatre-based practices thus serve as both pedagogical tools and innovative resources for classroom management in special education settings.