The aim of this study is to shed light on the aspects of Hausa Drama as an
example of the African Drama through analyzing its different stages of
development and discussing three Hausa namely:
1. Wasan Marafa.
2. Matar Mutum Kabarinsa.
3. Taka Tsan- Tsan.
This study depends on an integrative approach. The study is divided into 3
sections: introduction, 3 chapters, and conclusion. The study adresses the factors
behind developing Hausa drama as follows:
The first chapter: discusses the main aspects of Hausa drama and litetrature in
the light of African literature. It also discusses the origins of Hausa drama and
plays.
The second chapter: sheds light on the different stage characterizing the
development of traditional, new and contemporay Hausa drama.
The third chapter: discusses the artistic techniques of Hausa plays through
analyzing the artistic structure of such plays. It also deals with the issues of
content of Hausa plays with regard to how the playwright composed the contents
of their plays.

Introduction
The concept of social empowerment for children with special needs in the institutions of ordinary people is a necessity of modern education in the field of people with special needs, because it is important to show the potential of these children and contribute to their interaction with members of society in a constructive manner.
The developed countries pay attention to the mentally handicapped children as considered citizens entitled to education, and are a part of the community, the mentally handicapped rehabilitation who are able to participate in various activities of human life, has become a national duty and a natural right for these children to move from marginalization to empowerment and social integration.
Based on the principle of social justice, and provide interaction experiences between people with special needs and their ordinary peers, which may enable children with mental disabilities to imitate the behavior of their peers and provide opportunities for social acceptance of both parties.
Children who are mentally disabled need to feel beloved, belonging and being accepted within their community, as they are an important part of the fabric of this society, and are positive and passive members who depend on others to meet their needs and requirements. They need to be trained and enabled to participate, learn, and contribute in different collective activities in the kindergarten community.
Drama is also one of the best ways to help provide a safe environment for understanding and alleviating the social and psychological problems of educable mentally handicapped children.

FLES is the first-level event selector of the CBM project. For the timeslice building, the FLESnet software uses
tightly coupled processes. Unfortunately, slow processes and network congestion cause a serious performance bottleneck, especially in large systems. We, therefore, developed a scheduling mechanism to minimize the synchronization overhead and enhance the scalability. We highlight the main components of our new scheduling mechanism and we show how it enhances the performance of FLESnet on large deployments.