ABSTRACT

Working with fifteen special-needs children the researchers highlight participants’ experiences and objective thoughts on, for example, the spatiality and motility of the body to investigate how these children are facilitated to develop and learn in their own way. Through the methodology of a/r/tography and the theoretical concept of Merleau-Ponty’s ‘Phenomenology of Perception’ (2002), this chapter shares arts-based action research processes and reflections that were incorporated in an arts integration teaching programme.