THE ROLE OF ART THERAPY IN THE DEVELOPMENT OF COMMUNICATION SKILLS IN CHILDREN WITH ACUTE CARE
DOI:
https://doi.org/10.32782/3041-2021/2025-2-23Keywords:
art therapy, communication skills, children with special educational needs, communication, inclusive educationAbstract
The article discusses the role of art therapy in the development of communication skills in children with special educational needs in inclusive education. Given that communication is a key factor in socialization, emotional well-being, and academic adaptation, the importance of finding effective methods of supporting children with speech, cognitive, and emotional disorders is emphasized. Attention is drawn to the lack of a generally accepted definition of the term “children with special educational needs”. It is pointed out that the emphasis in the use of the studied concept has shifted from the presence of deviations to the characteristics of each individual child. It is determined that one of the most common areas of disorders in children with special educational needs is communication. The features of communicative disorders in children with special educational needs are considered, in particular, limitations in verbal and non-verbal interaction, difficulties in recognizing and expressing emotions, as well as insufficient development of social interaction. The necessity of finding effective methods for developing communication skills in children with special educational needs is determined. Art therapy is considered as a powerful tool that uses non-verbal forms of self-expression through creativity, creating a safe space for overcoming communication barriers. It is shown that art therapy in the development of communication skills in children with special educational needs allows them to express their thoughts, feelings and needs without the need for verbalization, establish social contacts through joint creative activities, reduce anxiety, which often blocks communication, develop skills of turn-taking, addressing, responding and initiating contacts, train understanding of emotions and intentions of other participants in the interaction, and form a positive experience of social interaction in a safe environment. It is emphasized that the key advantage of art therapy in working with children with special educational needs is the possibility of individualizing the approach, which allows to work effectively with different types of disorders. The article discusses the prospects for further research, including the development of standardized methods for evaluating results, studying the combination of art therapy with other correctional methods, as well as the introduction of the latest technologies in the practice of art therapy.
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