The paper presents artefiletics as one of the pro-inclusive strategies through which it is possible to support inclusive education in primary school. By using the techniques of artefiletics, which are based mainly on expressive artistic expression and reflective dialogue, it is possible, from the point of view of all present, to know the pupil’s personality within the team, and so forth. Thanks to the integration of artefiletics as a pro-inclusive strategy, all participants can reflect on each other’s experience in the group from the perspective of the participant, supervisor, or educator. This paper also describes a specific artefiletic model that was part of the survey findings. The implementation took place at the first stage of primary school, where we created two groups – control and experimental. The characteristics of the artefiletic module (created from 4 groups of activities) provide opportunities to develop inclusion in education process. At the same time, the paper is supplemented by specific examples of the pupils’ works coworking in a heterogeneous class.

Catholic University Faculty of Education Department of Pedagogy and Special Education Hrabovská cesta 1A Ružomberok Slovakia

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