The author’s didactic games as a means of teaching art to students with special educational needs
DOI:
https://doi.org/10.32405/2308-8885-2022-4(106)-34-42Keywords:
didactic games, students with special educational needs, art education, museum, museum pedagogy, institutions of general secondary educationAbstract
The article highlights the peculiarities of teaching art to students with special educational needs in inclusive classes by the example of an institution of general secondary education School № 50 in Lviv city. The features of students with different nosologies (with Down syndrome, autism spectrum disorders, mental retardation) are described. The teacher’s work for implementation of high-quality psychological and pedagogical support of the educational process is highlighted.
The legislative framework of inclusive education, the regional experience of training teachers who work with students with special educational needs (Lviv), directions of research of scientists and practitioners in this topic are disclosed. It was concluded that there is a shortage of thorough theoretical and methodological works on the problem of teaching art to students with different nosologies.
According to the author’s own pedagogical experience working with students with special educational needs in the institution of general secondary education, the author provides general recommendations for organizing and conducting art lessons in inclusive classes based on the principles of museum pedagogy. The approaches related to the organization of such lessons, their content, and the methods used are disclosed. The author’s didactic games (board), created in cooperation with research staff of a number of Lviv museums, are described as a means of teaching students with special educational needs and one of the tools of didactic provision of museum lessons in inclusive classes. The board games offered to students with special educational needs (“St. Nicholas’ Workshop”, “Cotillion Fun”, “Curios of the Literary Living Room”, “Fashionable Journey with the Lion Cub”) can be used in teaching art in inclusive classes in the space of the institution of general secondary education, a museum institution, in group training based on a rehabilitation centre or home-schooling, if the student does not attend an educational institution due to health conditions. The psychological and pedagogical potential of such games for students of different age categories is revealed, in particular their socializing role and stimulus for self-expression of children through artistic means.
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