ART, DIVERSITY AND INCLUSION OF STUDENTS WITH DISRUPTIVE DISORDERS: A NECESSARY REFLECTION

Abstract

The current study, titled "Art, Diversity, and Inclusion of Students with Disruptive Disorders," aims to reflect on the influence of art and diversity on the development of students' autonomy and family, social, and professional inclusion. Therefore, the methodology employed is based on a qualitative approach and, in terms of objectives, is descriptive. The technical procedure adopted was a review of existing scientific literature and an examination of official documents, followed by analysis and synthesis, providing a theoretical basis for the research. Data collection was based on the analysis of information from several scientific articles and books in the field of education, which were grouped into themes such as art, inclusion, and disruption from 2014 onwards. The results of the study indicate that art, diversity, and inclusion allow students with disruptive disorders to receive an equitable education that is appropriate to their reality, regardless of their needs, characteristics, and personality. Their inclusion through art will allow the development of their skills, abilities, and knowledge through pedagogical differentiation, given the need to implement different pedagogical strategies.