Let’s Work Together for Inclusion! A Musical Theater Program for Children

The purpose of this study was to understand how children with and without disabilities socialize with their peers during an inclusive musical theater program. By understanding these interactions, community programming can be created and modified to consider all ability levels. Also, programs such as this, will impact the parents and the community at large. The research questions examined with this study were as follows: (1) How do children with and without disabilities interact with each other during community-based recreational activities? (2) What are the benefits of inclusion for children, their families, and the community? (3) What is OTs role during inclusive community-based recreational activities? (4) What roles and responsibilities do the interprofessional team members have during community programming?

Twenty-five children were observed over a year during rehearsals one time a week for an hour. Field notes were taken and analyzed for common themes for social interaction with peers and adults, behaviors, and other socio-emotional characteristics. Interviews were also completed with the parents of the children involved with the program, as well as ten community members who attended the final performance, public musical show. These interviews were analyzed for common themes regarding perspective and/ or awareness of inclusion and diversity. Occupational therapy’s role, in conjunction with music therapy, was to modify dances, communication methods for lines, and costumes and props to fit the needs of the children. OTs also provided numerous opportunities for sensory input and behavioral strategies to improve attention, cooperation, and independence during the performances. Lastly, OTs also served as role models for the children without disabilities on how to interact with their peers with needs.

Findings from the field note analysis showed that all children initially sought out social relationships with the adult leaders primarily. But as time passed, comfort levels increased, and play interactions were made between all children. Children also began interacting with each other outside of practice sessions at their homes or meeting at other community activities. Children with disabilities became more confident in their ability to engage with other children without an adult present. Children without disabilities were more apt to seek out their friends with disabilities and offer assistance when needed more naturally and with regard for the other child’s deficits. All parents reported their children have more confidence in a variety of daily activities, especially at school and in the community. All parents reported an increased awareness of inclusion benefits. Community members who attended the final performance, with no connection to any of the children, reported being pleasantly surprised by the equality on the stage, regardless of ability level. Community members who were related to the children reported happiness to see the opportunity for children of all ability levels have a chance to succeed with such a project.

In conclusion, this project highlights the value of inclusive programming for children and how OTs can collaborate with others to enhance the experience of the children. This project is important to practice as it justifies inclusion in the community and supports occupational therapy’s role in non-traditional practice areas, such as musical theater.

References

Mayer, W. E., & Anderson, L. S. (2014). Perceptions of people with disabilities and their families about segregated and inclusive recreation involvement. Therapeutic Recreation Journal, 48(2), 150–168.

Overton, S., & Rausch, J. (2002). Peer relationships as support for children with disabilities: An analysis of mothers’ goals and indicators for friendship. Focus on Autism and Other Developmental Disabilities, 17(1), 11-29.

Webster AA, & Carter M. (2007). Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review. Journal of Intellectual & Developmental Disability, 32(3), 200–213.