INNOVATIVE PROJECTIVE METHODS IN SPECIAL EDUCATION: DIAGNOSTICS OF THE SOCIAL STATUS OF A CHILD IN AN INCLUSIVE ENVIRONMENT

Abstract

The article presents the results of a study on the social status of primary school children in an inclusive educational environment using the author's projective technique «The Little Ship». This method is based on a metaphorical representation of group interaction in the form of a ship and enables children to symbolically express their perceived position in the group, their attitudes toward peers and significant adults, and their sense of trust, emotional responses, leadership tendencies, and perceptions of support in crisis situations. The technique is especially valuable for accessing deep emotional experiences without relying on direct questioning or standardized testing.

The findings highlight specific features of the social status of children with intellectual disabilities. These children were more likely to choose fictional characters or adults over classmates as sources of emotional closeness, indicating lower levels of peer integration. They demonstrated a stronger sense of loneliness, reduced engagement in peer relationships, and difficulties in forming mutual connections within the class group. Frequent use of fantastical imagery and avoidance of real figures suggest emotional insecurity and challenges in constructing a safe and predictable social reality. Spatial analysis of the drawings revealed a high level of emotional distancing, correlating with uncertainty and a tendency toward social withdrawal.

The «Little Ship» technique shows both diagnostic and therapeutic potential. It supports therapeutic dialogue and enables dynamic assessment of children's social functioning throughout the school year. The results are a valuable basis for developing individualized psycho-pedagogical support strategies aimed at enhancing social communication, reducing anxiety, and promoting the integration of children with special educational needs into inclusive school environments.