From Exclusion to Expression: Art as a Tool for Inclusion and Empowerment for Students with Special Needs
DOI:
https://doi.org/10.51473/rcmos.v1i1.2024.618Keywords:
Art, Inclusion, Special Education, Adaptation, EmpowermentAbstract
This study explores the profound relationship between art and inclusion in the education of students with special needs. Art transcends its role as a curricular discipline, becoming a powerful tool for the holistic development and empowerment of these students. By challenging stereotypes and promoting full participation, art offers a space for expression, communication, and learning for all, regardless of their needs. The research highlights the importance of adapting materials, activities, and environments, as well as the ongoing training of teachers, to make art accessible and meaningful for all students. Through flexibility, creativity, and sensitivity, teachers can create a welcoming and stimulating learning environment where every student feels valued and encouraged to explore their creative potential. Theories such as constructivism, the Social Model of Disability, and the Theory of Multiple Intelligences provide a solid theoretical foundation for the construction of inclusive pedagogical practices. The methodology adopted in this study is qualitative bibliographic research, which seeks to analyze and synthesize the knowledge produced on the relationship between art and inclusion in the
education of students with special needs. The study concludes that art, when used intentionally and adapted, can be a powerful tool for promoting inclusion, holistic development, and empowerment of students with special needs. Art reveals itself as a path towards building a fairer, more equitable, and creative education, where every individual has the opportunity to flourish fully and contribute to the construction of a more humane and supportive world.
Downloads
References
Ainscow, M. (2001). Desenvolvimento de escolas inclusivas: ideias, estratégias e liderança para a mudança. Artmed Editora.
Armstrong, T. (2011). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Lifelong Books.
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. CSIE.
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Catterall, J. S. (2009). Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young people. New York: Teachers College Press.
Chanda, M. L., & Levitin, D. J. (2013). The neurochemistry of music. Trends in Cognitive Sciences, 17(4), 179-193.
Cone, T. P. (2009). Following their lead: Supporting the artistic development of people with disabilities. Paul H. Brookes Publishing Co.
Dewey, J. (1934). Art as experience. Penguin.
Edyburn, D. L. (2006). Would you recognize assistive technology if you saw it? Journal of Special Education Technology, 21(2), 5-12.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Freire, P. (1970). Pedagogia do oprimido. Paz e Terra.
Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática educativa. Paz e Terra.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. BasicBooks.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
Gfeller, K. (2002). Music therapy in the treatment of children with developmental disabilities. In W. B. Davis, K. E. Gfeller, & M. H. Thaut (Eds.), An introduction to music therapy: Theory and practice (2nd ed., pp. 252-271). Silver Spring, MD: American Music Therapy Association.
Grandin, T. (2013). The autistic brain: Thinking across the spectrum. Houghton Mifflin Harcourt.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Kamhi, A. G., & Powers, J. L. (2001). Pragmatic language disorders and the art of conversation. Singular Publishing Group.
Martin, N. (2007). Art therapy with children on the autistic spectrum: Beyond words. Jessica Kingsley Publishers.
Mendes, E. G., Vilaronga, C. A. R., & Zerbato, A. P. (2014). Ensino e aprendizagem em educação especial. Cortez Editora.
Mittler, P. (2000). Working towards inclusive education: Social contexts. David Fulton Publishers.
Montessori, M. (1949). The absorbent mind. Henry Holt and Company.
Moran, J. M. (2015). Mudando a educação com metodologias ativas. In Congresso Internacional de Educação Mediada por Tecnologias.
Oliver, M. (1990). The politics of disablement. Macmillan.
Organização das Nações Unidas. (2006). Convenção sobre os Direitos das Pessoas com Deficiência. ONU.
Piaget, J. (1970). Science of education and the psychology of the child. Grossman Publishers.
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Merrill.
Sacks, O. (1995). An anthropologist on Mars: Seven paradoxical tales. Knopf.
Särkämö, T., Tervaniemi, M., Laitinen, S., Numminen, A., Kurki, M., Johnson, J. K., & Rantanen, P. (2014). Cognitive, emotional, and social benefits of regular musical activities in early dementia: Randomized controlled study. Gerontologist, 54(4), 634-650.
Stainback, S., & Stainback, W. (1999). Inclusion: A guide for educators. Paul H. Brookes Publishing Co.
Stinson, M. S., & Milbrandt, M. K. (2008). Art therapy and children with learning disabilities. In C. A. Malchiodi (Ed.), Handbook of art therapy (pp. 289-302). Guilford Press.
UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. UNESCO.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press.
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 Gercilane Bento da Silva, Josué Jorge Gonçalves da Silva, José Tarcísio Lourenço Pontes, João Helvis Rodrigues de Freitas (Autor/in)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means you are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The use of this material is conditioned upon proper attribution to the original author(s), providing a link to the license, and indicating if changes were made. The license does not require permission from the author or the publisher as long as these conditions are met.
The Creative Commons license logo is displayed permanently in the footer of the journal.
The copyright of the manuscript can be retained by the authors without restrictions and can be requested at any time, even after publication in the journal.
How to Cite
