Art as a Universal Language: Exploring Creative Expression as a Bridge for Communication and Inclusion among Students with Diverse Abilities
Art has never been silent in any manner. Inclusive education, it is a pathway that unites students with various level of ability, background and interpretation of the world in different ways. It does not favor speech or literacy, but rather, every learner is given the liberty to express, feel and be understood. Inclusive education of the 21 st century, according to Graham, “has to be inclusive of various forms of thinking and communication, and the art is the most organic form of such a philosophy”. In its universal nature, art demolishes language and cultural boundaries that enable all students to be visible and heard by way of creativity.
Art is not a mere extracurricular activity but a medium of communication and engagement which is crucial. Favella points out that inclusive classrooms with creative arts based projects can be used to promote social connection and decrease barriers among students with disabilities and students without disabilities. An example of a deaf student can convey emotions using colors and texture, whereas other can convey ideas using design or motion. Artis a communal, judgment free zone in which expression is celebrated and never reprimanded and so students can express themselves through art and not by speech. Through this, art fosters empathy and emotional cognitions which are some of the basic pillars of inclusive learning.
On the same note, Thote and Kumar Sen also promote experience learning with the help of art as a happy and free method. They learn to cooperate, empathize and respect each other in the context of joint projects like a mural or group collage. It does not matter whether it is right or wrong; the important thing is to have the guts to do so. This will make the learning process a communal affair and students learn each other due to the same creation the very spirit of true inclusion.
The inclusivity is strengthened by the fact that Bauer utilizes the framework of Universal Design of Learning. The fact that the students can find many different methods of imparting visual, kinesthetic, and auditory art implies that each learner will be able to make a meaningful contribution. In the classroom, there is no longer the division of students based on their ability, but the appreciation of differences in strengths. Adaptive and profoundly human learning enables teachers to create an experience that addresses the needs of every student and still be together in their happiness and mission.
Arevalo-Vasquez points out that inclusive art education produces cultural awareness and empathy. Once students carry with them their experience and cultural stories to the art world, the classroom will become the place of mutual understanding and respect. Art thereby is the communication and the connection a way to create loving communities in which diversity leads to creativity.
Finally, art shows that it is not only present there, but also emotional and creative
belonging. It teaches the child that each child has a story to tell and a language to hear although the language is color, rhythm or silence. Students learn that difference is not a dividing power through art but it binds us together. We are all created in this common tongue; and it is in this common tongue that we shall all speak, not by speech, but by imaginations, by sympathy, by the unlimited potency of human speech, the speech of imagination, of compassion and ofindescribable power.
By: Sarah ‘Aziimatun Ni’mah 24010044114
