Art is smart: Art as a tool of social inclusion

The main goal of the project was to improve performance of special needs students of all partners schools by using various art therapies. We wanted to develop their motor, cognitive and social com...

The main goal of the project was to improve performance of special needs students of all partners schools by using various art therapies. We wanted to develop their motor, cognitive and social competences, but also empower students to express themselves, gain self-confidence to use their potential in academic, social and everyday life. We also wanted to reduce our students' stress related to the learning process, prevent early school leaving due to lower achievement and encourage students to build on their strengths during the learning process. Art therapy methods turned out to be perfect because of easy adjustment to the level of development and abilities. The second, but equally important reason was to increase the knowledge, skills and competences of teachers from partner schools in the use of various methods of broadly understood art therapy. We wanted to exchange our experience and the possibility of cooperation with foreign partners increased the dynamics and attractiveness of the project.

We carried out a wide range of art-based activities in each partner school, all aligned with the project plan and tailored to the needs of our students. Techniques included ebru (drawing on water), canvas and silk painting, soap and candle making, macrame, music, wet felting, origami, paper wicker, recycled crafts, and cooking. Some were part of learning, teaching, and training activities, while others were stand-alone workshops. Our goal was to make activities engaging and skill-enhancing—supporting motor skills, coordination, imagination, attention, persistence, motivation, self-confidence, and social skills like communication and teamwork. In total, 11 macro activities were completed. In addition to local events, we held two transnational meetings for teachers, five international LTTAs for students and teachers, and two major online meetings. Each school also set up a project corner to showcase progress. The final result is an online teacher’s manual—available to all—which serves as both inspiration and a practical guide for using art therapy methods in special education.

Participating in the project provided an excellent opportunity to explore various forms of art therapy suitable for students with intellectual disabilities. Key outcomes include: 1. At least 5 teachers or professionals from each partner school gained knowledge of art therapy methods through project and LTT activities – totaling a minimum of 25 trained staff. 2. At least 20 students per school (ages 8 – 20) engaged in structured art therapy activities both in and out of school, reaching a minimum of 100 students overall. 3. Five joint LTT activities were organized, each hosted by a different partner school, involving at least 2 teachers and 2 students from each school – totaling at least 10 students and 10 teachers per event. 4.A practical handbook on art therapy was created in English and translated into Croatian, Polish, and Latvian, offering examples of good practices for inclusive education. Additionally many students traveled abroad for the first time, boosting their social skills through international experiences. Strong cooperation among partners led to plans for future Erasmus+ projects, building on the success of this one.