Developing Communication Skills of High School Students with Impaired Ability to Communicate through Creative Techniques of Art-Based Intervention
Developing Communication Skills of High School Students with Impaired Ability to Communicate through Creative Techniques of Art-Based Intervention

Summary/Abstract: Recent literature in special education highlights the value of art-based and reflective approaches in developing communication and social competencies among students with speech and language difficulties. Building on these findings, the present study investigates how art-based intervention can support the communication development of high school student with impaired communication skills. The study hypothesizes that participation in non-directive artistic and creative activities lead to measurable improvements in verbal expression, social interaction, and emotional regulation. A qualitative case study design was employed, focusing on one high school student diagnosed with a speech disorder. Data were collected through structured observation, reflective journaling, and pre- and post-intervention assessments of communication performance. Results indicate notable progress in the student’s fluency, confidence, and ability to engage in communication after a series of guided art-based sessions. The findings suggest that art-based methods can serve as an effective supplementary tool for educators working with students with special educational needs. The study underscores the broader implications of integrating creative, art-based pedagogical strategies into inclusive education to promote both linguistic and psychosocial development.

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