Социокультурные и психологические проблемы современной семьи: актуальные вопросы сопровождения и поддержки

24 Art education was already established in pedagogy at the beginning of the 20th cen- tury. Now, art education is being implemented in all levels of formal education and even more so in non-formal education. Art is not only a tool for training, but also an applied tool for healing - art therapy, art is also a tool for personal development and upgrading. Artistic and creative activities have become an indispensable tool for working with chil- dren in pre-school and school stage. Parents are increasingly influencing children to en- gage in extracurricular arts-related forms – folk dance ensembles, musical ensembles, dramatic ensembles. «The principle of art education is transformed at principle for ther- apy, and the arts are a means of sociocultural animation in the pedagogy of the idle times, in the prevention of diseases, as part or alone of ergotherapy in treatments and re- habilitation, in psychiatric and clinical psychotherapy» (Boyadzhieva N., 1994). Prof. Nelly Boyadzhieva (2017) finds that the entry of art therapy and art anima- tion into pedagogy are relatively new trends. In this context, the process begins with the reorganization of the teaching methodology and the overall school education pro- cess. The author presents "The expressive and projective function of the art is reflect- ed in the practice of school education and training in experimental schools in Germa- ny, in the new school in France, in the progressive, anti-authoritarian and alternative schools in England and in the new world, and reaches North America - USA, Canada, Australia and New Zealand (Boyadzhieva N., 2016). We believe that the current situation in education is favorable and is looking for new and innovative approaches to educate and teaching manners. Moreover, the image of Bulgarian schools has been changing over the last 5 years. Inclusive education is a relatively new phenomenon in the Bulgarian schools, characterized by both strong pub- lic support and strong public opposition. The attitudes of students, teachers, parents and society as a whole are different and depend on many factors. In the process of in- clusion, students, teachers, pedagogues, psychologists, speech therapists, doctors, par- ents, administrators are the active group. In this context, teachers in the field of Art, although not deprived of their importance, have their place in the process of inclusion and the legally regulated activities. Such art therapy and art activities are an important element of education and upbringing, and creating a safe environment in school. The inclusive education has been a topic of relevance in Bulgaria over the last two years. The interest in the inclusive education is also expressed in the need its par- ticipants for information, upgrading of education, wishes of parents and increased ac- tivity in the actions of all participants in the process. With the support of the Ministry of Education and Science, the following has been developed: Guidelines for the im- plementation of methodology for assessing the educational needs of children and stu- dents from Vania Matanova and Ekaterina Todorova; Methodology for functional as- sessment and work with children with mental retardation and autism spectrum of de- velopment - Anelia Gurbacheva; Methods for assessing the individual needs of chil- dren and students with multiple disabilities – Vladimir Radulov, Mira Tsvetkova - Arsova, Neda Balkanska; Methodology – Inclusive education is based on the identity of the individual. The MES also provides guidance for teachers and therapists: Guide- lines for the activities of psychologists and pedagogical counselors to support the per- sonal development of children and students; Interpersonal and sexual education; Training of children with autism and mental retardation; Training for children with