Methodological Principles of Art Education for Children with Special Educational Needs in Inclusive Settings
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.49.02Keywords:
education, art education, inclusive learning, special educational needs, competenceAbstract
The article provides a systematic analysis of art education for children with special educational needs in the context of inclusive learning. Art education is viewed as a key component in the formation of a holistic personality, capable not only of developing a child’s aesthetic experience and emotional sphere, but also of promoting internal harmony, positive self-esteem, and successful socialization. The article identifies and characterizes the leading methodological approaches to organizing art education for children with developmental disabilities in accordance with the conceptual foundations of the New Ukrainian School: humanistic, learner-centered, competence-based, activity-based, integrative, and art-therapeutic. Particular attention is paid to their complementarity and mutual enrichment in the process of developing key competencies among students, including cultural, communicative, and social competencies. It is shown that, within inclusive educational settings, art can serve as an instrument for enhancing intrinsic motivation, fostering creativity, shaping value orientations, enriching emotional and communicative experience, and promoting the social integration of learners with special educational needs. The article proposes directions for improving contemporary art education: individualization of learning trajectories, task differentiation, interdisciplinary approaches, the use of digital art and multimedia technologies, and the adaptation of artistic content to the perceptual needs of children with special educational needs. It is emphasized that the quality of art education in an inclusive context largely depends on the professional competence of teachers, their ability to create a supportive, emotionally safe learning environment, and to organize cooperation with parents and psychological-pedagogical support specialists. The prospects for implementing innovative methods in art education for learners with different categories of educational difficulties are outlined
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