FOLKLORE PRACTICE FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article focuses on the study and implementation of folklore practices in educational work with children with disabilities. It examines the theoretical foundations and practical approaches to using folk art as a powerful tool for socialization and for the emotional and creative development of children with special educational needs. The paper analyzes the specifics and diversity of folklore practices and their impact on the development of communication skills, emotional intelligence, and cognitive interest. The author explores specific techniques of folklore practices and identifies their functions in an inclusive educational environment. Particular attention is paid to the need for creating a comfortable and inspiring educational environment that promotes the realization of each child’s creative potential. The findings are supported by empirical data showing significant progress in participants social adaptation and communication abilities.