The theoretical part of the paper shows the development of inclusion in the Republic of Croatia and describe the status of students with disabilities in the elementary school system and art teaching practice. The concept of Art therapy is presented theoretically in more detail, from its definition to its development in the world and territory of the Republic of Croatia, placing an emphasis on the possibilities of applying this method in elementary schools when working with students with disabilities, but also with those who attend classes according to the regular program. For the purposes of this paper, a qualitative action research was conducted in two steps, and the collected data were processed through a qualitative analysis process. The impact of modified art activities on the execution of artistic tasks of a student with motor impairment, who is entirely dependent on another person's assistance, is presented in the empirical part of the paper. The activities were carried out during regular art classes which were attened by the student according to a regular program with content adaptation. The aim was to research whether the use of modified art activities can affect the inclusive culture in the classroom, and whether it can enhance independence and activities of the selected student in art class. It was found out that the implementation of the program with the adapted use of artistic activities had a characteristic significance at the level of the student's personal experience and strengthted the student's motivation to participate in art activities.
The findings also show that the chosen method contributed to the development of an inclusive culture in the classroom.
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