Analytical Study of the Research Gap in Theatre Pedagogy for Children with Autism Spectrum Disorder in Nigeria

Theatre and drama-based interventions have demonstrated effectiveness internationally for children with autism spectrum disorder, yet this application is virtually absent from Nigerian special education and drama therapy scholarship. This study examined the research gap in theatre pedagogy for children with ASD in Nigeria through systematic review and original needs assessment research. A systematic scoping review of ten databases identified 96 publications on drama and ASD from 2018 to 2024 globally, of which zero were from Nigeria and only 2 were from sub-Saharan Africa. Original needs assessment research comprised structured interviews with 30 special education teachers, 12 clinical psychologists, and 15 parents of ASD-diagnosed children at special education centres in Lagos, Abuja, and Kano. Interviews confirmed near-total absence of drama-based interventions in Nigerian ASD support programmes, with no special education teacher having received training in drama for ASD. Parents reported high interest in creative therapeutic approaches (86.7 percent). Special education teachers were open to drama techniques but cited training absence as the primary barrier. The study identifies five research priorities: ASD prevalence documentation in Nigerian contexts, adapted theatre techniques for varied ASD profiles, trained facilitator availability, parent-practitioner collaboration models, and cost-effectiveness evaluation. Recommendations include NUC incorporating autism-specific drama pedagogy in theatre and special education curricula, and pilot programmes at special education centres in Lagos and Abuja.

Keywords: autism spectrum disorder, theatre pedagogy, Nigeria, special education, drama therapy