本研究結合「創作性戲劇」與「兒童劇場」的教學和實務理論，透過十八週教學行動的歷程，步驟性的驗證戲劇融入特殊教育的價值。從研究的結果可推論出：(一)戲劇中的角色扮演、即興表演及戲劇展演，對於聽障兒童來說，是開啟多種「替代」性表達機會的潛能。(二)在戲劇活動中，聽障兒童不僅可以自發性的表達與分享，而且一旦發現自己的肢體能創造出和他人不相同的變化，會使自己的想法能被接受和認同，就更能增進對自我的信賴感而更勇於嘗試。(三)戲劇活動所營造出輕鬆活潑的學習環境，對聽障兒童而言，具有表現自我、抒發及穩定情緒的功能。而戲劇活動中的放鬆、模擬及想像，除了能帶給參與者莫大的樂趣，亦能使教師獲得滿足及成就感。

Through an 18-week teaching program, this study combined the theory and practice of “creative drama” and “children's theater” to examine, in a multi-stage manner, the value of incorporating drama into special education. The results of the study suggest that: (1) The role-playing, improvisation and performance in drama unleash hearing impaired children potential for adopting various alternative approaches to self-expression; (2) Dramatic activities encourage hearing impaired children to spontaneously express and share their emotions. The children will become braver to try something new once they realize they could create different changes in body movements from the others, and that their ideas could be accepted or approved by the others; (3) Dramatic activities create a relaxingly cheerful learning environment that helps the hearing impaired express themselves while venting and stabilizing emotions. The effects of relaxation, simulation and imagination brought about by the drama activities not only can bring the participants great fun, but also leave the teacher with a sense of satisfaction and achievement.