Art in special education educational. Quality, social change and inclusion

Abstract

This work is an investigation on how art education is implemented at Gargasindi Special Education College. We will study the “T’estime” project, which culminates in the performance of a dance-theatre play in which students with and without disabilities participate.

Our objective is to reflect on how the performing arts can facilitate inclusive experiences in education and know their impact on the environment. To achieve this purpose, we describe what artistic pedagogy consists of and define why it is important. The methodology consists of the bibliographic review of specialists and the analysis of three examples of artistic projects in different educational centres. On the other hand, with the purpose of understanding the social repercussion of the “T’estime” project, we made a historical journey of dance and the paradigms with which society has responded to disability. Finally, we contrast the ideas presented in the theoretical framework with the artistic practices of the CPEE Gargasindi, collected and analysed according to the qualitative research and the case study method of the “T’estime” project.
The conclusions show that artistic pedagogy implies an integral development of the person, fosters social cohesion and the positive valuation of diversity. Likewise, the play “T’estime” shows an active and positive vision of people with functional diversity, breaking the prejudices of the audience who sees the performance. We see that art in school is an inclusive pedagogy that responds with educational quality standards and also acts as an engine for social change.