Directing actors with learning disabilities: A meta-analysis of past and current practices

ABSTRACT This article documents techniques, strategies, accommodations, and modifications directors and arts educators have historically used and are currently using when directing actors of all ages with learning disabilities. The goal of this research is to develop a contextual base of existing knowledge and practices. The author pulls from published literature, a survey of the field, interviews, and personal experience to create this documentation. Most commonly, directors have been and are using devising, extended rehearsal time, and adaptive strategies with text to support their learning disabled actors.