UNIVERSITY OF LJUBLJANA FACULTY OF PEDAGOGY Master's study program: Arts therapy
Katarina Medarić
APPLICATION OF FINE ARTS ACTIVITIES IN THE INCLUSION OF A PHYSICALLY IMPAIRED STUDENT
Master'sthesis
UPORABA LIKOVNIH DEJAVNOSTI V PROCESU INKLUZIJE UČENCA Z GIBALNO OVIRANOSTJO
Magistrsko delo
Ljubljana, 2020.
2 UNIVERSITY OF LJUBLJANA
FACULTY OF PEDAGOGY Master's study program: Arts therapy
Katarina Medarić
APPLICATION OF FINE ARTS ACTIVITIES IN THE INCLUSION OF A PHYSICALLY IMPAIRED STUDENT
Master'sthesis
UPORABA LIKOVNIH DEJAVNOSTI V PROCESU INKLUZIJE UČENCA Z GIBALNO OVIRANOSTJO
Magistrsko delo
Mentor:
Assist. Prof. Jana Rapuš – Pavel, Ph.D.
Ljubljana, 2020.
3 Every person has their own light, we just have to find a way to turn it on….
4 Acknowledgements
I would like to thank my student and his parents for allowing me to conduct this research. I would also like to thank my mentor Assist. Prof. Jana Rapuš – Pavel, Ph.D. for her selfless support and knowledge that she provided in the process of creating this work.
Thanks to Nives, Kristina, Helena and Silva for their support and all my friends that I haven't forgotten, although during writing this paper it might have seemd so. Thanks to everyone who participated in the creation of this paper.
And most of all, I am gratefull to my whole family, especially Ivica, Vida and Fran, best motivators in the world.
You make me grow.
5 Abstract
The theoretical part of the paper shows the development of inclusion in the Republic of Croatia and describe the status of students with disabilities in the elementary school system and art teaching practice. The concept of Art therapy is presented theoretically in more detail, from its definition to its development in the world and territory of the Republic of Croatia, placing an emphasis on the possibilities of applying this method in elementary schools when working with students with disabilities, but also with those who attend classes according to the regular program. For the purposes of this paper, a qualitative action research was conducted in two steps, and the collected data were processed through a qualitative analysis process. The impact of modified art activities on the execution of artistic tasks of a student with motor impairment, who is entirely dependent on another person's assistance, is presented in the empirical part of the paper. The activities were carried out during regular art classes which were attened by the student according to a regular program with content adaptation.
The aim was to research whether the use of modified art activities can affect the inclusive culture in the classroom, and whether it can enhance independence and activities of the selected student in art class. It was found out that the implementation of the program with the adapted use of artistic activities had a characteristic significance at the level of the student's personal experience and strengthted the student's motivation to participate in art activities.
The findings also show that the chosen method contributed to the development of an inclusive culture in the classroom.
Key words: inclusion, school, motor disability, art class, art therapy
6 Povzetek
V teoretičnem delu naloge je prikazan razvoj inkluzije v Republiki Hrvaški in opisan status učencev s posebnimi potrebami v osnovnošolskem sistemu in umetnostnem poučevanju.
Koncept Pomoči z umetnostjo je teoretično podrobneje predstavljen, od njegove opredelitve do njegovega razvoja na območju Republike Hrvaške, s poudarkom na možnostih prenosa in uporabe te metode v osnovnih šolah pri delu z gibalno oviranimi učenci, pa tudi s tistimi, ki obiskujejo pouk v rednem programu. Za namene tega prispevka je v dveh korakih izvedena kvalitativna akcijska raziskava, zbrani podatki so obdelani z metodo kvalitativne vsebinske analize. V empiričnem delu naloge je predstavljen proces in učinek prilagojenih likovnih dejavnosti pri izvajanju likovnih nalog učenca z gibalno oviranostjo, ki je v celoti odvisen od pomoči druge osebe. Dejavnosti so se izvajale med rednimi urami likovnega pouka, ki se jih je učenec udeleževal pri rednem programu s prilagojenimi vsebinami. Cilj je bil raziskati kako uporaba prilagojenih umetniških dejavnosti lahko vpliva na inkluzivno kulturo v razredu, ki ga obiskuje učenec, pa tudi na povečanje neodvisnosti in dejavnosti izbranega učenca pri likovnem pouku. Ugotavljamo, da je imela izvedba programa z prilagojeno uporabo umetniških dejavnosti značilen pomen na ravni učenčevega osebnega doživljanja izkušnje in je okrepila učenčevo motivacijo za sodelovanje v likovnih dejavnostih.
Prav tako spoznanja kažejo, da je izbrana metoda doprinesla k razvijanju inkluzivne kulture v razredu.
Ključne besede: inkluzija, šola, gibalna oviranost, likovni pouk, pomoč z umetnostjo
7 Table of contents
Abstract ...5
Povzetek ...6
Table of contents ...7
1 Introduction ...9
THEORETICAL PART... 11
2 Students with disabilities in elementary school ... 11
2.1 Students with disabilities in art class ... 14
2.2 Students with motor disabilities in art class... 16
3 Development of an inclusive culture ... 18
3.1 Inclusion in the Republic of Croatia... 19
3.2 Inclusion in elementary school ... 22
3.3 Teaching art in the process of inclusion ... 23
4 Art education in elementary school ... 26
4.1 Art education in elementary schools of the Republic of Croatia ... 28
4.2 Similarities and differences between art class and Art therapy ... 29
5 Art therapy - the importance and possibilities of its application ... 31
5.1 Types of Art therapy ... 33
5.2 Characteristics of Art therapy ... 35
EMPIRICAL PART ... 38
6 Research problem ... 38
6.1 Research goals ... 38
6.1.1 Research questions ... 39
6.2 Research method and approach ... 39
6.2.1 Sample ... 39
6.2.2 Description of the data collection procedure ... 40
6.2.3 Metods of collecting data... 41
6.2.4 Data processing and analysis procedures ... 43
7 Results and interpretation ... 43
7.1 Design and course of art workshops with my observations and reflections ... 44
7.2 Results and interpretation within the asked research questions ... 68
8 8 Findings ... 80 9 Conclusion ... 81 10 Sources and literature ... 83
9 1 Introduction
Professional development of teacher practice, improvement of the classroom environment and more successful learning of students are some of the essential elements of educational work in teacher practice as a whole. In elementary school, within the educational process teachers should be focused on providing conditions in which each student - regardless of their abilities, financial, physical and mental condition - can achieve their peak performance in an personally appropriate way (Kani, Matejčić and Wine, 2017). By applying this approach, in which the teacher is aware of every student in the class, we raise and educate aware individuals who readily accept and respect differences among people and build the future with such attitudes.
In this way, students with special educational needs, i.e. with developmental disabilities, as well as gifted, marginalized, traumatized, excluded, problematic, disenfranchised, poor and talented become members fully included into society, ready and encouraged to show and use their inner potential without fear of condemnation or criticism. At the same time, students from the lowest grades change generationally-learned and socially-rooted attitudes about people, therefore becoming aware, knowledgeable and accepting of differences between people as a normal and integral part of life, this mindset bringing positive changes into society.
Due to insufficient expertise and knowledge of teachers, but also systematic omissions and lack of support and ideas, it often happens that the categories of previously mentioned students don't get enough of their attention and commitment in the teaching process (Skočić Mihić, 2011). Although the ability and potential of such children is sometimes really minimal or too demanding for a teacher, they should not be neglected and the question arises whether more can be achieved in this sense than what is currently being done. Do students with disabilities and special needs have abilities that they cannot show by applying traditional teaching methods? Are there methods and forms of work that enable these students to express themselves artistically? Do teachers put enough effort into educating and working with such students? Can they achieve more in the field of upbringing and education of these students? It is evident that there are many questions and reasons for conducting various research and writing scientific and professional papers on this topic, including this one. Since I work in elementary school as an art teacher, one of my areas of interest are children with motor disabilities, especially those who due to their physical barrier can't express artistic potential by applying common teaching methods, art supplies, art techniques and ways of art expression.
By searching the available literature, in addition to the basis of knowledge I gained in the master's study of Art Therapy and many years of experience as a teacher of fine arts in elementary school, I realized that there are opportunities to modernize the educational process of the subject I teach and with the aim of obtaining answers to previously asked questions. I believe that with the application of the necessary knowledge, pedagogical expertise, support of professional services and administration of the school where I work and the interest of students and parents there are conditions for improving the educational opportunities of students with disabilities, and thus for positive progress in inclusive culture in school.
Therefore, with this paper I want to upgrade my professional knowledge and examine the possibilities of applying the elements of art therapy through the adaptation of art activities in regular art classes in working with a child with motor disabilities resulting from cerebral
10 palsy. I plan to achieve the above by adapting art activities to the student's needs and applying modern teaching methods by connecting knowledge from the field of art and therapy. In addition to the above, by reviewing the available literature, I researched and in the theoretical part of this paper presented the knowledge gained about students with disabilities, teaching art culture in elementary school, the development of inclusion and art therapy. Therefore, the theoretical part of this paper consists of four main chapters that serve as an introduction of the topic for better understanding of the empirical part and, process and findings of the research.
11 THEORETICAL PART
2 Students with disabilities in elementary school
The process of including children with disabilities in regular elementary schools has its own developmental path through history. According to Sunko (2016), it ranged from complete exclusion, through segregation or partial exclusion to integration or partial inclusion, and today we talk about full inclusion and systematic equality of students with disabilities and students without disabilities. For centuries, children with disabilities have been completely excluded from any form of institutional care and have been severely intolerant of society. In the period after Antiquity to the 18th century, the care of children with disabilities was the result of different understandings of Christianity. For these purposes were opened various institutions in which people with disabilities were treated and understood in a variety of ways from being provided with the necessary care and assistance to being tortured and abused in dungeons (Sunko, 2016 according to Neugebauer, 2002; Mc Donagh, 2008). Later, first in France, and then in other more developed European countries, awareness of the acceptance and needs of people with disabilities grew and for them were established institutions in which they were provided with more adequate care. In this way, a special system of special education is created, which includes the division into regular and special educational institutions (Zrilić, Brzoja, 2013). Despite the positive developments offered by this approach, such children continued to be isolated, belittled and socially excluded because they were imprisoned in institutions without the possibility of social inclusion in society. This form of inclusion of children with disabilities in the educational system was called segregation and the biggest disadvantage of this model was their isolation from society in special institutions and schools. In the early 1970s, it was decided to solve the shortcomings of the segregation process with an integration model. Integration meant greater involvement of children with disabilities in the regular education system and the establishment of mutual physical interactions with other children in educational institutions. At the same time, children with disabilities had to meet certain conditions for inclusion in regular schools, and therefore the success of integration depended on the child, i.e. his ability to adapt and reach the level of mediocrity in order to be included in the regular educational environment (Brčić, 2011). The shortcomings of integration have been solved by introducing a new educational model called inclusion, which today seeks to be introduced into the regular education systems of all countries that provides education for children, including those with different, special needs.
The aim of this concept is not only to include all children with disabilities in regular education systems but also to provide technical, material, human and social conditions in order to create a learning environment in accordance with their abilities and needs in order to achieve the highest level of achievement of all students involved in educational process (Zrilić, Brzoja 2013).
At the UNESCO Conference in Salamanca (1994) was adopted a Statement in which 92 governments and 25 world organizations called for the introduction of inclusion or equal education in all educational systems for all children, regardless of their physical, intellectual, social, emotional, linguistic or other characteristics. This statement also calls for the provision of conditions that imply that children attend schools near their place of residence, which they
12 would otherwise attend if they had no disabilities. So it is a model that involves mutual adjustment and respect for all involved in the educational process whereby children with disabilities or other personal characteristics within their capabilities adapt to the environment in which they are while at the same time that environment adapts to them by providing the necessary care and knowledge respecting their needs and accepting differences. Thus, in 21st century European education systems, children with disabilities are part of almost every elementary school environment, their number in regular schools varies and depends on regulations within the country in which they live, and therefore there are differences from country to country. For example, in the Republic of Croatia, the education of students with disabilities is regulated by the Law on Education in Elementary and Secondary Schools and the State Pedagogical Standard of the Elementary School System of Education. According to available data from the European Commission published in 2018, the school year 2012/2013.
in Croatia, 18,816 or 5.61% of students with disabilities were enrolled in regular elementary schools, of which 4.45% of children were integrated into regular classes. Out of that, 6,990 or 2.08% of students with disabilities were educated with an individualized approach, and 7919 or 2.36% of students attended classes with the adjustment of curricula, i.e. according to the adapted program. There were a total of 1,653 male or female students or 0.49% of the total number of elementary school students with general education and special programs for children with disabilities in special classrooms organized in elementary schools (Eurydice, 2018).
It should be noted that in Croatian practice, as in others, the implementation of the inclusion process requires the fulfillment of numerous conditions. Working with children with disabilities is a very complex area and encompasses many types of difficulties from many medical fields, on the other hand differences among children require different types of approaches and education. Such work first implies certain competencies of teachers, then better cooperation between school and parents, additional professional assistance, adaptation of the program to the abilities and characteristics of children, perception of children with disabilities, etc. Already on the first factor we encounter a problem, and that is the competence of teachers. Namely according to available research they generally believe that in the Croatian education system they don't acquire enough knowledge to work with children with disabilities during full-time study and most don't feel competent enough, they feel that not enough is being invested in their professional development in the field during their working life. Although progress is gradually being made in this area, it is very slow and mainly the advancement and education of
teachers to work with children in inclusive conditions is the result of individual desire and interest to improve and enhance their work practice (Leutar Frantal, 2006, Popov, 2014)., Kudek Mirošević, and Jurčević Lozančić, 2014, Bouillet and Bukvić, 2015, Schmidt and Vrhovnik, 2015, Kranjčec Mlinarić, Ralić and Lisak, 2016, Skočić Mihić, Gabrić and Bošković, 2016, Nikčević Milković, 2017., Bouillet, Domović, and Ivančević, 2017).
Therefore, even today in Croatian schools there are mostly insufficiently educated teachers who are not considered skilled enough to implement inclusion, and especially to work with students with disabilities, which is why these students often don't have the opportunity to receive the appropriate access and education needed for their personal growth and the
13 development of their potentials and abilities. An additional problem that arises in educational settings is the perception of children with developmental disabilities, namely due to various difficulties they have, learned and acquired social attitudes, but also out of ignorance students with developmental disabilities are often perceived as disobedient, lazy and uninterested in school (Zrilić, Brzoja, 2013). Skočić Mihić (2011) states that the direction of the attitude and perception of such students determines the quality of direct educational work with them, and Igrić (2004) concludes that "disability" is the result of interaction between person and environment, more than the phenomenon itself, and that a person sees himself, in spite of numerous abilities, primarily through the marked category in which he is placed. From the perspective of a modern school, the position of students with developmental disabilities has a much more optimistic future because it develops on the basis of new knowledge and a different understanding of the education of children with disabilities. Accordingly, Kiš-Glavaš and Fulgosi-Masnjak (2002) believe that for the success of the teaching process in an inclusive school, it is necessary to look at students in relation to their peers, first in their similarities, and after that in their differences. The similarities are based on the fact that each child carries certain dispositions as potential forces for the development of certain abilities. If optimal conditions are provided, there is a basis for the development of the potential of each child, which means a comprehensive acquaintance with the personality of students and the discovery of a positive core in the fund of abilities that each individual possesses.
Consequently, children with special needs, which are a consequence of developmental disabilities, should be approached individually as someone who has certain potentials that teachers must recognize and develop by applying the correct didactic - methodological procedures. In doing so, it is important to know that there is no child who cannot be raised and educated. In this sense, from the curriculum are selected the contents that are transformed with regard to the individual characteristics of the development of an individual child. It is important to take care of the extent to which a particular student can progress, and what is essential for the progression and training of an individual child for later life. In order to solve these problems, it is necessary to create and encourage a positive educational climate and mutual interaction of all students involved in the teaching process, in parallel with the development of educational achievements. In this way, we contribute to meeting the needs at different levels of children's personality from intellectual to social for all children equally regardless of their disabilities, needs and individual characteristics and abilities. Žic Ralić (2013) states that most previous research indicates a low acceptance of children with disabilities in a peer environment and points out that this affects the development and maintenance of their social relationships. She further states that all employees of educational institutions should provide a positive atmosphere and the necessary knowledge about the impact of certain disabilities, constantly emphasizing the similarities between children and young people with and without disabilities in order to make and keep friends, in order to positively influence friendship and acceptance on the overall psychosocial development of children with disabilities.
14 2.1 Students with disabilities in art class
In accordance with the State Pedagogical Standard for Preschool Education (2008), developmental disabilities can be easier and more difficult. Less commonly include low vision, deafness, impaired voice and speech, changes in the child's personality due to organic factors or psychosis, behavioral disorders and neurotic disorders (aggression, hypermotor, eating disorders, enuresis, encompression, motor affective crises) partial mobility wit hout the help of another person and reduced intellectual ability (mild mental retardation). Severe include blindness, deafness, complete absence of speech communication, motor impairment (ability to move with the obligatory assistance of another person or electric motor aid), significantly reduced intellectual abilities, autism, multiple disabilities (any combination of these severe disabilities, combinations of mild disabilities or any mild difficulty combined with mild mental retardation). Children with disabilities have an equal, if not greater, need to participate in art activities in art classes. Students with physical disabilities have a need to move their arms and bodies to increase their strength and independence. For students with social and emotional problems, artistic expression can be a comfort and a refuge. While students with cognitive difficulties by participating in art activities can more concretely understand abstract concepts (Loesl, 2012). As stated by Jokić et al. (2016) the purpose of the subject of art class is to introduce all students, regardless of their individual specifics in the world of fine arts and trough that contents enrich the image of themselves and the world in which they live and develop creativity as a way of thinking and acting. The role that art education has in the everyday life of students and in design of their identity is the starting point of the organization and approach to learning and teaching art. The content and approach to teaching the art class encourages the development of creative potentials of students and contributes to a more comprehensive understanding of other educational areas. Nurturing a culture of dialogue, tolerance and acceptance of diversity strengthens the overall development of students. Students can apply the competencies acquired in the teaching of art in various fields of activity and creatively and meaningfully deal with the complex requirements of modern life. In order to meet the educational needs of students with disabilities from the school year 2018/2019, and within the implementation of the curricular reform of Croatian education, the curriculum of art class is adjusted as needed and depending on the difficulties in accordance with the guidelines of the Framework for Encouraging and Adapting Experiences learning and evaluation of the achievements of children and students with disabilities prescribed by the Ministry of Education of the Republic of Croatia.
The Framework for encouraging and adapting learning experiences is a document that determines the curricular aspects of the upbringing and education of children and students with disabilities and forms the basis for the application of all national curricula, curriculum areas, curricula and subject curricula for children and students with disabilities. The Framework places the child with disabilities at the center of the educational process, and throughout the document emphasizes involvement, focus on meeting his individual needs, providing educational support, timeliness of action and team approach. The Framework is based on the universal values of equal rights to the upbringing and education of every child and student, i.e. on the idea of a "school for all". It includes specifics in the implementation of the curriculum in students with disabilities which ensure equal opportunities for access and
15 participation in education and the achievement of educational outcomes on an equal basis (Jokić et al., 2016). The Framework also states that the evaluation of the achievements of students with disabilities in the art class is carried out in paper or electronic form by keeping a map of the student in which all data on student progress are stored throughout the process of education. In order to approach the student in accordance with his needs there is respected the principle of traceability, i.e. flow of information. His progress is regularly evaluated and reported, and information about the student is exchanged with experts in different parts of the educational system and through different educational cycles. An individual report on the progress of students with disabilities is prepared at least twice a year, and the obtained data are used to make further adjustments in the teaching of art class. Before carrying out the process of upbringing and education of children with disabilities, it is necessary to fulfill some preconditions when developing curricula. It is important to determine the real level of students' abilities and knowledge, to determine the annual and short - term goals of upbringing and education, to determine the special needs of students and ways to meet them, etc. (Guberina - Abramović, 2004). In the teaching process, it is necessary to choose appropriate methods, means, procedures and forms of work in accordance with the abilities of students, and with the aim of their further development and improvement. This is done by creating customized curricula that are aligned with the difficulty that the child has.
Customized contents are made individually for each individual student with disabilities on the basis of the above elements. Kiš-Glavaš and Fulgosi-Masnjak (2002) state that the program with content adjustment should be based on the development of abilities, i.e., "strengths" of students, and only then on its limitations, i.e. "weaknesses" in order to improve student potential and increase its performance. The adaptation of the content is done by the art teacher with the help of professional associates who work at the school. These are associates of different occupational profiles, special educator, psychologist, pedagogue, and, if necessary, a school doctor or other pedagogical-medical experts who can participate as external associates.
When adapting the content, it should be taken into account that in addition to supporting educational needs, art education is an area that enables students with disabilities to develop at the social level because it activates cognitive and motor skills and contributes to establishing a positive social, classroom climate (Allahverdiyev, Yucesoy and Baglama, 2017). Saldana (2016) points out that the art field also influences identity development, increases self- confidence and courage, adapts to social life, improves and regulates emotional personality structures, then positively affects communication skills, conceptual education and development of visual perception of students with disabilities. Salderay (2015) concludes that it also encompasses hope, love, and social integration that help students with disabilities learn to cope with their disabilities and adjust to their lives in a functional way. In this context Stout (1995), Dunn-Snow and D’Amelio (2010), Shostak et al. (2013) also talk about the application of elements of Art therapy by adapting and introducing new art activities in the teaching of art class, which enables students with disabilities, but also those without them, to develop in more areas, not only art, gives them the opportunity to work on obstacles their educational success and at the same time learn about themselves and the art. Petrinović Zekan, Ciliga and Trošt Bobić (2010) point out that in the teaching of educational subjects (eg, art, music, physical health ) with the application of individualization and adaptation of
16 teaching procedures and creative abilities of teachers can achieve great opportunities for expression and participation of students with disabilities, i.e. special educational needs. The proposal of individualized procedures refers, first of all, to the application of those methods, means, activities and didactic materials that support the special educational needs of students and influence the development of inclusive culture in the classroom.
2.2 Students with motor disabilities in art class
The totality of voluntary movement control is called motor skills, it is controlled from the cerebral cortex and its features are numerous. Motor skills are important to us for many life processes such as breathing, swallowing, perception, posture, facial expressions, expression of feelings, social actions, etc. (Linn, 2006). Motor disabilities that prevent an individual from moving independently belong to more severe developmental disabilities, and the basic characteristic of children with this type of difficulty is functional damage to the organism in various forms and intensities (Mustać, Vicić, 1996). If we take into account all the disabilities in development, motor disabilities are one of the important areas for the realization of teaching contents from art classes. Primarily because motor activity is the foundation of every art classes lesson and it is part of the realization of all practical art tasks. So this kind of artwork is a challenge for the teacher and for the students involved in the process, especially in the case of students with a higher degree of difficulty. Accordingly, the teacher of elementary education or art techer can in the classroom carry out various individual and customized art activities that will allow the student to participate independently in the implementation and also in some cases can be a supplement to physiotherapy exercises and thus positively affect the motor status of children with disabilities. According to Coleman (2012), the adaptation of art activities is very important for every student with motor disabilities because it contributes to increasing the quality of teaching for such students and thus fulfills the basic purpose of the subject, which is personal expression. Participation in the teaching process for students with motor disabilities is more important than the aesthetic quality of artwork. Adaptations for the participation of students with motor disabilities in the teaching of art classes can be different and relate to:
• Extending the time for the realization of art tasks
• Adaptation of accessories for artistic expression
• Assistance in preparing materials for work
• Additional, more detailed verbal instructions
• Partial physical assistance (hand-drawing, pre-cutting of complex shapes, etc.)
• Alternative activities (a student who cannot physically draw can find a drawing on the Internet and incorporate it into his / her artwork)
• Full physical assistance as a last resort in the adaptation of art activities (the assistant realizes the task instead of the student, and the student gives him instructions for realization)
17 Teacher applies these adjustments depending on the degree of difficulty that the student has and the type of activity that he plans to implement in class.
In an inclusive school, depending on the degree of difficulty, students with motor disabilities also have a teaching assistant who contributes to its better performance. In the Croatian example, according to the Ordinance on teaching assistants and professional communication mediators (MSES, 2018), providing assistant support in teaching is one of the forms of reasonable adjustment in accordance with the individual needs of students to enable their participation in the educational process on an equal basis with others students and thus prevent their discrimination on the grounds of disability. However, it should be noted that the provision of this type of assistance does not release the student from the obligation to perform tasks and acquire competencies according to the appropriate educational program determined by teacher, but only to adapt the manner of their realization. Thus, the goal of supporting of a teaching assistant is not for the assistant to do tasks instead of students, but to equalize the possibilities of students in order to provide him with appropriate upbringing and education with the tendency of his independence in the school environment. On the example of the subject of art class, this means that it is necessary to work on the fact that the student realizes art tasks as independently as possible with the least possible intervention of the assistant.
These goals are achieved through good cooperation between teachers and assistants and the organization of activities aimed at the child, which creates a three-way working relationship between teacher, student, and assistant as a basis for quality, modern, inclusive teaching of art education. In such teaching, the crucial role is played by the teacher who, as an art expert, creatively approaches students regardless of their disabilities and individual characteristics.
Using his skills, accessories, materials and techniques, such a teacher finds new methods and ways of working with all students. Such a teacher models traditional methods of work and adapts them to the needs of students with different disabilities, enabling them to participate meaningfully in artistic creation with all other students. At the same time, he understands that the experience of artistic creation is a very personal thing and that this experience of personal artistic expression cannot be measured or replaced by another person, but it arises from the very essence of each individual (Loesl, 2012). The relationship between the student and the assistant is also important for the success of the learning process. Krampač-Grljušić et al.
(2010) in their research state that children with disabilities accept the support of teaching assistants and perceive him as a friend who helps them understand school content, perform various school tasks, contributes to their greater success and influence better socializing with peers, and want in to the future have his support.
Teachers who believe that inclusive education contributes to the development of inclusive values for all students and that students with disabilities can progress academically and socio- emotionally in regular classes are more willing to use adjustments in teaching students with disabilities and developing an inclusive classroom atmosphere (Skočić Mihić, Gabrić and Bošković, 2016). In accordance with the previously written Kani, Matejčić and Vinski (2017) conclude that didactic-methodical adaptation and presentation of content in a way consistent with the abilities and needs of students contributes to their progress and also satisfaction in the work of all participants in the teaching process.
18 3 Development of an inclusive culture
Without adequate support and the interest of different structures, the success of inclusion process cannot be expected. This is evident in the review of its development, in which, according to Polat (2011), the struggle for education for all was a "battle" that lasted over 50 years. Mentioned Declaration of Human Rights (1948), World Program on Disability (UN, 1982), Convention on the Rights of the Child (UN, 1989), World Declaration on Education for All (1990), UNESCO Conference in Salamanca (1994) ), The Dakar Meeting - Education for All (2000) and the Convention on the Rights of Persons with Disabilities (UN, 2007) are just some of the documents that illustrate this development path. However, the organisation of a conferences and the adoption of declarations are unfortunately only documents that prescribe and require the application of what is contained in them, but the development and fulfillment of these determinants is much more complex and still conditioned by various factors. Interpretation of inclusion requires, above all, an understanding of the established culture and traditions on which a particular social community is based. Thus, in Western cultures whose education is regulated and has a long tradition, inclusion has developed faster than in parts of the world that lag behind or have no developed education systems at all. Also, the reason for the slow development is in the socio-economic and political circumstances of individual countries that are directly reflected in the introduction of changes in their education systems (Rose, 2010). The circumstances that prevail in a particular system are a reflection of the overall social condition, beliefs and attitudes of the people who live in it and determine their reactions and behaviors. The development of inclusion implies a change in these reactions and behaviors conditioned by thinking that eliminates categorical historical and social differences between those who can and those who cannot, and between regular and special education (Carrington, 1999). This concept is characteristic of liberal political systems and pluralistic societies that accept diversity, nurture togetherness, and provide equal opportunities to all who live in them (Thomas, 1997). In this context, UNESCO focuses on three development goals related to inclusive education, and they relate to quality reporting and information on activities carried out to promote inclusive education such as conferences, meetings, seminars. The next goal is to consult on the area of implementation of inclusion and refers to cooperation at all state and interstate levels. Counseling exchanges experiences, acquires new knowledge, expands and deepens existing knowledge and generally builds a quality inclusive climate. The third goal is teacher education. Despite all efforts to ensure that inclusion reaches its highest level, its true success depends mostly on the teachers who implement it (Vican Karamatić Brčić, 2013, according to Mittler, 2006). If there is an adequately educated staff that also has support in all other necessary segments and at all levels of functioning, modern schools will become truly inclusive environments in which education for all will be a daily practice. Inclusion as an educational concept was introduced into educational systems around the world after integration with the aim of improving it and improving the educational conditions of children with disabilities, but also those without them. Inclusion implies equal access to the upbringing and education of all children regardless of their individual characteristics. Its main purpose is to provide educational conditions in which each child, his personal development and learning is the center of the educational process (Livazović, Alispahić, Terović, 2015). If we compare this with Article 26.2 of the Universal Declaration of Human Rights (1948) which states that education must be aimed at
19 the full development of human personality, the promotion of understanding, tolerance and friendship among all peoples, racial and religious groups, we see that the idea of inclusion rests on fundamental human rights. The broader meaning of the term inclusion is the implication, embracing, inclusion of something within a certain group or structure (Klaić, 1990). While in a narrower sense, inclusion in education implies processes of changing attitudes, values, policies and practices within the school (Polat, 2011) and the inclusion of children and adults who are due to different characteristics, psychophysical, social, cultural, educational, ethnic, racial, religious and others subject to social exclusion and marginalization (Karamatić Brčić, 2011). The term inclusion does not only mean the physical presence of students covered by inclusion but also refers to their full physical and moral acceptance, without isolation from peers in the regular classroom and to providing educational conditions that meet their needs (Sakarneh, Abu Nair, 2014, by O'Brien , 2001). Inclusion is not a place nor is it a rule that we must fulfill and respect, inclusion is a way of thinking (Causton - Theoharis and Theoharis, 2008). Educational inclusion includes all participants in the process, not just children. Namely, it implies the involvement and engagement of parents, teachers, professional associates, management staff, politics, the local community and the entire social environment in general (Karamatić Brčić, 2013). In practice, inclusion is a process that requires constant changes in society, mutual adjustment, change of attitudes, beliefs, relations, and our knowledge and skills at different levels for the mutual benefit of all involved in the process. Ivančić, Stančić (2013) state that in the process of developing an inclusive culture, children without disabilities have a significant role for children with disabilities because they support them, encourage them and are a model of appropriate behavior while at the same time their parents notice facts and "myths" about children with disabilities. He also points out that parents of children with disabilities develop positive attitudes about their educational involvement when they are provided with the necessary explanations. It can be concluded that by promoting and nurturing the agreed inclusive values we strenghten the capacities of society and schools for constructive changes that lead the development of society and schools towards inclusive culture.
3.1 Inclusion in the Republic of Croatia
As in other educational systems, inclusion began to be introduced in Croatian schools as a continuation of the process of educational integration. The process of educational integration in Croatia began in 1980 with the adoption of the Law on Education, which in Art. 4.2.2 (2012) states that in the Republic of Croatia, education in elementary and secondary school is based on equal educational opportunities for all students according to their abilities.
Therefore, in accordance with the above, in the last few decades in Croatia has been carried out the deinstitutionalization of children with developmental disabilities who meet the conditions for schooling in regular schools. These conditions are determined by the general medical condition of the child and the degree of difficulty he has, which is why there is no possibility for their education in a regular school. Such children are educated in special education centers that, in addition to educational content, also offer other forms of medical care that such children require (Vican, Karamatić Brčić, 2013). Integration therefore led to the
20 reform of Croatian regular schooling, which included the employment of educational and rehabilitation professionals in schools, additional education and training of teachers, development of customized education programs, providing individualized approach to teaching students with disabilities, reducing the number of students in classes with children with disabilities providing teaching assistants, and forming special classrooms within the school for children with severe disabilities. Children from special classes have the opportunity to attend certain subjects in the regular class, most often it is an educational group of subjects, and also those who are placed in regular classes have the opportunity to learn content with an educated rehabilitator in a special classroom, with individual approach. With the development plan, the Government of the Republic of Croatia provided children with disabilities with free transport to school near their place of residence, which enables children with disabilities to grow up in their family (Zrilić, Brzoja, 2013).
These processes gradually led to the transition from an integrative school to an inclusive one, which took place in Croatia in the mid-1990s. By deepening and expanding the features of integrative education, an inclusive system has been developed that takes into account not only students with disabilities and their educational needs but focuses on the gifted, marginalized, excluded, problematic, disenfranchised, poor, talented, etc. (Cvetko, Gudelj, Hrgovan, 2000 ).
Unfortunately, this process is very slow in Croatia and has not yet reached its peak. Its development is supported by the adoption of the National Strategy for the Rights of the Child in the Republic of Croatia for the period from 2014. to 2020. (2014) and the Strategy of Education, Science and Technology of the Republic of Croatia until 2020. (2014) which prescribe strategic goals for development and introduction additional inclusive education measures in Croatian schools. These measures are aimed at ensuring the rights of children with disabilities, alternative care, children living in poverty and children of the Roma national minority, and include a child-centered approach that takes into account the individual needs of each child, and upbringing and education to be promoted dignity, autonomy, individuality and identity of each child. The need for early identification of development needs and possible disabilities is also emphasized here. Namely, early identification of developmental and environmental risks is of key importance for timely and effective early intervention, problem prevention, improvement of mental health and creation of conditions for quality upbringing and education of every child. At the same time, early identification enables continuity in the developmental monitoring of the child, which further improves the opportunities for his more adequate and appropriate education.
In the context of inclusion in the Republic of Croatia, it is necessary to mention the available research on the attitudes of teachers in Croatian schools. Thus, Kranjčec Mlinarić, Žic Ralić and Lisak (2016) state that teachers in Varaždin County have a positive attitude towards inclusion, but are burdened by its implementation and don't have enough support and believe that they are not sufficiently prepared to work in inclusive conditions. Elementary and secondary school teachers in Lika-Senj County also have a positive attitude towards school inclusion and it increases in proportion to the support they receive from the school, but they cite a large number of students in the class as a problem and are not in favor of including more students with disabilities in regular classes (Nikčević Milković, Jurković 2017).
Students of the Faculty of Teacher Education and teachers from the Zadar area differ in
21 opinion, teachers in a large percentage believe that in regular classes children with disabilities can't progress better than in special, while students are considered more competent than teachers and are more motivated for additional education in the field inclusions (Zrilić, Brzoja, 2013). In the research conducted in the Zagreb area, it was concluded that teachers express satisfaction in the achieved mutual and cooperation with professional associates in the implementation of inclusive processes in the school. These teachers also believe that children with disabilities make better progress in special than in regular classes because in special educational institutions they can get better care, better and more professional individual approach that they are not able to provide them to the required extent in regular school (Kudek Mirošević, Jurčević Lozančić, 2014). Furthermore, Bouillet and Bukvić (2015) in a study conducted in the Varaždin, Split-Dalmatia, Zagreb County and the city of Zagreb state that the attitudes of teachers and students of the Faculty of Teacher Education indicate insufficient preparation of teachers for inclusive education. The same conclusions are confirmed by the research conducted by Bouillet, Domović and Ivančević in 2017. (2017) in the same area where they point out that initial teacher education is not sufficiently focused on the development of inclusive practice and that the inclusive process is not adequately implemented in educational institutions of the Republic of Croatia, also teacher don't feel ready enough to face all the challenges of inclusive practice. Teachers in Vukovar-Srijem and Osijek-Baranja counties also have a negative attitude towards inclusion and don't feel educated enough to implement it (Popov, 2014). A review of these articles can conclude that there are numerous obstacles and doubts in the implementation of inclusive practice in Croatian schools. One of them is certainly the competence and expertise of teachers and the need for their continuous improvement in the field of educational inclusion.
Although national strategies prescribe the obligation of additional training and education of teachers to work in an inclusive environment, the responsibility and engagement in this area currently depends solely on the interest and desire of teachers for additional education.
Namely, there is no systematically regulated model of regulating the advancement and education of teachers for inclusive education, which means that those who don't want to be educated don't have to be and don't bear any consequences for that. Such autonomy of teachers further slows down the development process because in the minority are those who have an interest in development in the field. Most often, trainings are conducted at professional gatherings in subject areas, but due to the complexity of subjects, inclusive education is only one of many segments that are conducted at these gatherings and such a form of education is not enough to really improve teaching practice. Unfortunately, teacher education opportunities are geographically determined, so those who live in smaller cities and towns don't have the same conditions and opportunities for individual development compared to those who live in larger areas where opportunities to participate in lectures, workshops, gatherings and seminars are much greater and more readily available. Furthermore, a large number of students in Croatian classes is primarily a problem of underdeveloped school infrastructure, most schools are not adapted to inclusive needs because they are mostly institutions a few decades old when there were over 30 students in classes and they didn't contain alot of didactic materials. Which means that today we have schools with a smaller number of large classrooms that can meet the inclusive requirements, but unfortunately there
22 are not enough of them, so again we have classes that are not adequate inclusive accommodation for all students.
3.2 Inclusion in elementary school
Inclusion in elementary school implies the introduction of positive changes in this system and its complete reform. To address all aspects of elementary education and influence professional associates, teachers, students and their parents. Inclusive school implies the establishment of inclusive teachers, which means that this process affects all elementary educational content.
Carrington (1999) states that the development of an inclusive educational environment requires the establishment of a school climate based on a desire to explore similarities and differences between students, and is not focused solely on meeting the needs of those with disabilities. This implies a complete reform of education in order to adapt to the individual needs of each student, taking into account his abilities and needs. An inclusive school should be a place where change takes place, learns, adopts and applies new patterns of understanding and action. These adopted patterns then go beyond the school environment and continue to be applied in the community in which children live, which, as has been said, gradually leads to a complete reform of society. In an inclusive school, all children are given equal chances of success, and in each class there are students of different abilities and skills with different potentials. The class is configured complementary, children complement each other depending on their similarities and differences based on which they cooperate with each other in the teaching process. In this way, in the school and classroom environment are created conditions in which every child feels a sense of belonging to the educational environment (Villa, Thousand, 2005). In such conditions, the child feels accepted, both by his school colleagues and by the teacher, and realizes that he possesses certain abilities and skills that he can improve and develop and share with others. This sense of belonging is the most important condition that an inclusive school must meet, if children feel that they don't belong to their class, they close themselves in, or refuse communication, or become aggressive, "lazy" and inaccessible. On the other hand, when they have a sense of belonging to a group, they are more motivated, engaged, attentive, willing to take risks and thus learn more (Roberts, Teigland, 2008). In order for this process to be successfully realized, with the children must work a teacher who is an expert in the field he teaches and who at the same time respects and accepts each of his students.
It is the teacher who directly shapes the inclusive climate in the classroom and influences the direction in which it will develop. It is up to the teacher to assess the current situation in each class in which he / she works, and to take the necessary activities to encourage cooperation, togetherness and unity of all his / her students. It is not necessary to make all children inseparable friends, but to insist on their cooperative and supportive behavior on an educational, practical, social and emotional level. An inclusive teacher values the diversity of his students as an advantage for a successful teaching process, supports all his students and expects high achievements from everyone, but within their abilities. Also, he collaborates with others and thus exchanges experiences and develops his practice, and continuously works on his personal professional development through lifelong learning (Watkins, 2012).
23 Peebels and Mendaglio (2014) state that the learning and theoretical knowledge of teachers along with the practical skills and strategies they develop and improve in the classroom are crucial for the success of educational inclusion in schools and a positive attitude of teachers towards inclusion. However, for a successful inclusive teacher it is not only important to have knowledge, skills and strategies, but the way he applies them in working with all his students is important. It is important that teachers become more aware of the problems and needs of their students, especially those that affect their learning. More aware teachers also have more understanding for their students and their educational and social problems they face and work to develop strategies that help children solve these problems. In their work, such teachers move away from previous pedagogical patterns and understand the connection between learning and teaching and apply new ways of thinking about teaching, which is a sure way to inclusive change (Florian and Linklater, 2010). Thus, the path to inclusive change starts from an inclusive classroom, which means that the traditional classroom we know is changing with the introduction of modern learning and teaching aids. What was traditionally in the classroom is no longer enough for the realization of the teaching process, and some aids are needless and therefore are no longer there. Modern multimedia such as the Internet, computers, tablets, various educational platforms, etc. are introduced in modern inclusive classrooms, which has numerous advantages for conducting inclusive teaching adapted to the different needs of children. Such classrooms enable children to learn more actively, better interact and cooperate between students in general, and teachers and students. Students of different learning styles have the opportunity to choose the one that suits them best, and greater interconnectedness and cooperation among students makes them more independent and less dependent on the teacher (Lage, Platt, Treglia, 2000).
3.3 Teaching art in the process of inclusion
In traditionally oriented teaching of art in elementary schools, the ultimate goal is to create an artwork as a final product, either as a painting, three-dimensional sculpture, drawing or graphic print (Pivac, 2017). The purpose of artistic expression is exclusively to obtain a complete artistic work realized in accordance with the curriculum. Accordingly, it can be concluded that the effort and commitment of the child, and the conditions in which the artwork was created don't have to be evaluated or it can be done indirectly and depends on the degree of sensitivity and level of understanding of the teacher who teaches the subject, and in the the education system this is more the exception than the rule. In such circumstances, children with disabilities are often unable to participate on an equal footing with other students in practical activities in the teaching of art class and achieve satisfactory results. The limiting factors that result from their disabilities directly affect the result of artistic creation.
In modernly conceived art education, the teacher teaches children:
• how to observe (get to know the personal environment);
• how to feel (co-live with the personal environment);
24
• how to communicate (share knowledge and feelings with others from the immediate environment);
• how to identify personal problems and enrich personal strategies for their solutions;
• how to plan, sketch and finally realize their visions of the world (aesthetic problems) through artistic content;
• how to evaluate one's own or someone else's artistic expression, by adopting some elementary criteria of social communication (Pivac, 2017).
With the introduction of more modern approaches and new teaching methods and the modernization of the educational system and the teaching process itself, positive changes are taking place. The process of realization of a artwork, student commitment, engagement and participation in teaching and general personal engagement of the child is becoming increasingly important and becomes as important an element of evaluation as the final result of art creation. In teaching in which art activities are adapted to the needs of an individual student and which is thus focused on the process of creation, the focus changes and it acquires a different purpose and meaning. The goal of such teaching is not only for the child to acquire knowledge and complete an art task, but also to learn something about himself. According to Albert (2010), with such an approach children have the opportunity to reflect on their work, discuss the integration of their ideas and teaching content in the process of creative expression, which allows them to learn about themselves and art and often express what they cannot say in words which sometimes can have therapeutically benefit for their personality.
Pivac (2017) believes that art activities such as drawing, painting, modeling that involve working in different art techniques and materials have educational and therapeutic value.
Whereas, Ouklander (1988) concludes that art activities bring children closer to their feelings and often represent a “bridge between the senses and their feelings.” By supporting this approach, we encourage the development of a system that is open to all students, especially those with disabilities. We give them the basis to gain knowledge and skills through their artistic expression, and get the opportunity to connect with their inner world and get to know themselves, and thus contribute to the development of their personality.
By applying this concept in the teaching process, the therapeutic and educational elements of teaching are subtly intertwined to a level where it is not possible to define exactly where the therapy begins, and education ends and vice versa. Also, such teaching is a challenge, for students and for the teacher who conducts it, especially in an ethical sense. By focusing on the creative process of expression, the student's developmental disabilities and the conditions in which he creates, the teacher also focuses more deeply on the student, which can result in intrusion into his privacy. It is therefore the responsibility of the teacher to be empathetic and focused on what he is doing and to respect each child’s personal boundaries, discuss it with the child or his parents as needed, and thus create a balanced relationship (Morya, 2006). This problem can primarily appear in the phase of realization, but also in the final phase of evaluation of the teaching process in which the teacher and the student discuss his artwork.
The teacher-student conversation can be conducted on three levels, the first is meaningful and the child describes what he sees in his artwork. The next is the associative level at which the
25 child connects what is shown in the work with his feelings, memories, desires and the like.
While the third and most sensitive level involves what is disguised and associated with the student’s unconscious (Dunn-Snow, D’Amelio, 2000). At all levels, and especially at the third, the teacher must be an expert, at the same time an educator and a therapist who will be able to assess the situation and finish it in the way that is best for the student, respecting his personality and individual characteristics. This means that sometimes there will be situations in which the teacher and the student will not have a conversation on all three of these levels.
Apart from the teaching process, Art therapy is used in elementary schools in some countries as a therapeutic treatment in extracurricular activities. Belity, Regev, and Snir (2017) state that in Israel, the Ministry of Education employs art therapists who do art therapy with children in schools. Karkou (2009) also states that in the United Kingdom, the employment of art therapists in schools is at second place, right after their employment in the health system.
Further, Prasad, Howie, and Kristel (2013) point out that in Iceland, art therapists work as special educators and as therapists. Unlike these countries, the use of Art therapy in elementary schools, either as a therapeutic treatment or through the adaptation of art activities to the extent that could have a therapeutic effect for some students, is not common practice in our education system and is not implemented in our art classes nor as an extracurricular activity. In this context Stout (1995), Dunn-Snow and D’Amelio (2010), Shostak et al. (2013) talk about the application of art therapy in the teaching of art classes, which enables students with disabilities to develop in more areas, not just art, gives them the opportunity to work on obstacles that hinder their educational success and learn about their personality. The application of such art concepts in the teaching of art class requires the fulfillment of certain conditions, but also raises questions about the dual role of teachers / therapists as well as some ethical and moral dilemmas. Morya (2006) lists a number of ethical issues that arise in the process of applying art therapy in schools as an extracurricular activity. Some of them are who assesses which child needs such an approach, how interested the children are and whether they want it at all, whether children and parents understand such an approach, who guarantees their privacy and security, and who can be aware of the results and problems that can be appear in the process. Certainly, if they have art therapeutic approach in their subject, art teachers must have appropriate competencies and in addition to the existing artistic profession must be educated art therapists. Then it is crucial to know the child's condition and disabilities, meet material and technical conditions, create a curriculum with content adjustment, encourage student interest and engagement, and also have support of the work environment, parents, professional associates, etc. Pivac (2017) in this regard emphasizes that art teachers are creative who are most often open to finding their own, innovative pedagogical procedures and methods both individually and as a group, in class or in art extracurricular workshops. The training of art teachers in the modern process of education goes beyond their traditional educational role and requires additional training so that, among other things, they can act preventively in the teaching process, through art workshops helping all children who need such help. This is supported by the fact that earlier in the world, art teachers experimented with therapeutic activities in their classes. In this way, children were given the opportunity to develop in more areas than just the arts, which is of particular importance for children with all kinds of disabilities (Stout, 1995). Of course, according to Henn (2017), there have been those who have expressed dissatisfaction with this fact in the past and in the
