Abstract:

The new update of the law of education in 2018 was broadened in order to reach full inclusion of pupils with various needs. Obviously, the inclusion of pupils with special needs in an over populated kindergartens and classroom requires embedment of new strategies, methods and approaches. It requires a pedagogy that is aware to the emotional needs of pupils. In the case of anxiety disorder, these pupils need sensitive support in order to back their resilience and assist them in feeling coherent in the crowded classrooms.

Demographic and cultural processes redesign continuously the face of the Israeli society. Inclusion of the last waves of refugees and migrants requires implementing of new practices that enable non-verbal expression, reduce disquiet and foster reassurance.

The percentage of different anxiety disorder are in rise among children of refugees, especially elective mutism. Elective mutism (EM) disorder is characterized by lack of speech in social settings, despite fluent speech in familiar situations. EM is portrayed in literature as a clinically heterogeneous disorder, closely linked to anxiety disorders in particular social phobia. The origin of EM is largely unknown. Both genetic and environmental factors contribute to the etiology and response to treatment. The clinical literature regards EM as a persistent disorder with a general tendency of poor outcome. The best intervention strategy are considered to be a long-term and multimodal (psychotherapy to pharmacotherapy).

Researchers suggested that the prevalence of EM in general population is largely under estimated (7.1 per 1,000 or higher), because of misdiagnosis as pervasive developmental disorder, speech pathology (especially in migrants' population), mental retardation or oppositional-defiant disorder, or undiagnosed as "just shy" or "cultural related behavior". Thus, the lack of awareness leads to delay in diagnosis and treatment. Children who demonstrated long-term mutism usually continue their silence into adolescence.

AAP (animal assisted psychotherapy) and AT (Art therapy) are two approaches that are successfully practiced in groups and with individuals. Both are the most integrated therapies in education. Evidences from AAP sessions show successful short-term intervention with continuous recovery. Integration of practices from AAP and AT in educational frameworks sustain the recovery.

Data that was received from three sources (case reports of children that recovered from EM, observations of their interactions, and interviews with teachers) suggest that the multifaceted therapeutic practices has good results in inclusion. We suggest that the effect of practices on sensory regulation, physical comfort, expressive techniques, cognitive control and social intervention , indicate the success in recovery from EM.

Keywords:

Inclusive learning, Art therapy, Animal assisted psychotherapy , emotional pedagogy ,elective mutism, refugees and migrants