Art therapy for Autism

Topic(s) addressed

The project focused on implementing new innovative curricula, educational methods, and the development of training courses. It also focused on combating early school leaving and combatting failure in education as well as disabilities and special needs.

Target group(s)

The project targeted special education and support teachers from mainstream schools working with pupils with autism.

Methodologies

The participating institutions have seen the benefits of art therapy in children with autism spectrum disorders (ASD). Art therapy is often regarded as a complementary approach to the classical educational process and is linked to ASD students developing literacy, language, and numbering skills, and personal autonomy. Special education was improved due to the transfer of innovative practices, the implementation of joint initiatives for promotion, cooperation, mutual learning, and the exchange of experience at the European level.

Innovation environment

The school aimed to increase the number of art therapy clinics and workshops due to their benefits. Teachers, principals, and school managers had the opportunity to visit various workshops, practise different forms of art therapy, and identify, at a local level, the necessary resources for the development of similar workshops.

Teachers’ role

The project aimed to provide specific training required for teachers who work with pupils with ASD. With this, teachers could examine the results of art therapy’s use and how it can be adapted to suit the school’s needs. The project has also increased the openness of teachers to use more forms of art therapy in their activities as an effective method of intervention by knowing the specific benefits of art therapy. Teachers have observed benefits in terms of communication, socialisation, fine motor skills, and mathematical knowledge.

Impact and output

There is now more knowledge regarding the use of art-related therapies, the various benefits of their use in teaching, and the rehabilitation of pupils with ASD. This partnership managed to clarify, through an evaluation sheet, the types of benefits that could be obtained, including improvements in reading, writing, language,  communication, numerical, and personal autonomy. The development of new competencies and the acquisition of new work skills was another aim achieved through this project.

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