The theoretical part of the master's thesis is divided into three parts. In the first part, I present intellectual disabilities. In the second part, I discuss the traditional and modern theories of social learning and explain the definition of social skills and social acceptance, which we then connect with adaptive behavior and social skills among children with intellectual disabilities. In the third part, the focus is on art in the field of upbringing and education. The approach of creative movement and dance is presented, its inclusion in upbringing and education, and the advantages of this approach for children with intellectual disabilities. In the empirical part, I am interested in the impact of learning and training social skills using the approach of creative movement and dance among children with intellectual disabilities. I present a mixed-case study (a combination of the qualitative and quantitative approach) in which I conducted a one-factor experiment without a control group. For this purpose, I designed workshops in which I included students from the educational program of homes for students with special needs. To obtain empirical data, I used several data collection techniques such as interview and observation, assisted by tools such as a pre-workshop rating scale, a post-workshop rating scale, protocols for observing the achievement of goals, and anecdotal records. In the final part of the master's thesis, I present a grounded theory study, point out the shortcomings of the research, and make suggestions for further research. The study has shown that learning and training social skills using the approach of creative movement and dance improve social acceptance and social competence among children with intellectual disabilities, who are included in the educational program of homes for students with special needs. Based on the interview, we have determined that the key advantage of this approach is that it enables a different kind of learning and teaching. In connection with using the approach of creative movement and dance, certain misgivings arise which mostly concern the implementation of such learning units and the professional staff doubting their own qualifications for using this approach.
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