Does Art Education Matter in Inclusiveness for Learners with Disabilities? A Systematic Review

Abstract

The pursuit of fostering inclusive educational environments, particularly in alignment with the United Nations’ Sustainable Development 2030 Agenda, prioritizes the advancement of quality education. In this endeavor, there is a central emphasis on fostering equitable, inclusive, and high-quality education accessible to all individuals, including those with disabilities. Art education plays a relevant role within this agenda due to its multifaceted benefits and potential to contribute to inclusive educational environments, which are crucial for individuals with disabilities. This study contributes to this goal by investigating the intricate link between art education and inclusivity for disabled learners. In using the PRISMA (preferred reporting items for systematic reviews and meta-analyses) approach, we conducted a comprehensive analysis of literature sourced from reputable databases such as Google Scholar, Semantic Scholar, Web of Science, and Scopus. The timeframe for the literature review spanned from 2014 to 2023. Initially identifying 126 relevant publications, 28 research articles were deemed pertinent to the study objectives. The findings of this investigation unveil the significant impact of art education on various aspects crucial to the educational journey of learners with disabilities. Specifically, art education is shown to positively influence motivation levels, foster increased engagement in learning activities, and facilitate more effective learning outcomes. Building upon these insights, the study proposes a conceptual framework designed to cultivate inclusive classrooms. By synthesizing the empirical evidence gleaned from the analyzed literature, this research aims to inform educational practitioners, policymakers, and stakeholders about the transformative potential of art education in creating genuinely inclusive learning environments for all learners, including those with disabilities.