USING ART THERAPY METHODS IN TEACHING CHILDREN WITH SPECIAL NEEDS THROUGH INCLUSIVE EDUCATION IN PRIMARY EDUCATION

Abstract

This article scientifically analyzes the issues of using art therapy methods in teaching children with special needs based on inclusive education in the primary education process. The research is organized according to the IMRAD model (Introduction, Methodology, Results, and Discussion), in which the pedagogical and psychological effectiveness of art therapy methods in the context of inclusive education is studied. The article highlights the impact of art therapy methods such as drawing therapy, music therapy, sand therapy, and drama and role-playing games on the emotional state, social adaptation, interest in lessons, and self-confidence of primary school students. During the research process, pedagogical observation and qualitative analysis methods were used. The results of the study demonstrate that art therapy methods are an effective pedagogical tool for facilitating the adaptation of children with special needs in the educational process within an inclusive education environment, ensuring their emotional stability and enhancing their social engagement. The results of this article hold practical significance for improving the inclusive approach in primary education practices and widely implementing art therapy methods.