Social competence can be defined as a relation to oneself and their feelings, and to the relationship with others, their feelings and needs. It is considered that the child is socially competent if it has adopted pro-social behavior (eg sharing, helping, co-operating ...) and certain skills that enable it to understand its environment and how to deal with everyday situations and successfully achieve personal goals. If these behaviors are adopted, in relationships with peers and adults, the child is more emotionally sensitive and shows more positive behaviors than a less competent child. The ability to control egocentric, impulsive and inappropriate behavior is also a reflection of adopted social skills. Sometimes children are having difficulty with unpleasant emotions such as fear, anger, and frustration, which can make it difficult for them to acquire social skills, so it is an integral part of improving the child's social competence to help him properly regulate his emotions. Children with disabilities may have difficulty in adopting these behaviors and controlling their emotions. A basic starting point in dramatic work with children with developing disabilities is to provide the ability for every child to maximize their personality in physical, psychological and social aspects despite the difficulties they are faced with. It is necessary to accept all the specifics of the health, physical and psychological state of the child at the time of performing certain dramatic activities and to find the right measure in assigning tasks and demands to each individual (Janković et al. 2000). In this paper, we will discuss the impact of the dramatic approaches for the students with cerebral palsy and present projects and research related to this topic, as well as the results and the results of the qualitative research conducted in the elementary school of the Education Center "Goljak".