School‐related needs of inclusion and multiple disabilities students via drawing analysis

İngilizce (OpenAlex)

Abstract Students in inclusive education experience problems due to insufficient support services, while those with multiple disabilities face challenges due to their complex needs. This study aimed to identify the unmet school‐related needs of both groups through an analysis of their drawings. The qualitative case study included 17 students aged 8–12 years, including 10 students with multiple disabilities enrolled in special education classrooms and 7 students receiving inclusive education. Data were collected through a General Information Form, ‘My Dream School’ drawings, and interviews, and analysed using a 12‐criteria list. Students with multiple disabilities emphasized emotional security, structured environments, and family connections in their artwork. Students in inclusive settings showed stronger school belonging and social awareness, and depicted functional school spaces. Drawings by students with multiple disabilities showed developmental stages below their chronological age, while students in inclusive education's drawings were age‐appropriate with greater control. Drawing analysis has proven effective for understanding the emotional, social, and physical needs of students with special needs in school contexts. The findings show that students with special needs’ requirements differ significantly from those of students in inclusive education, as do their expressions of these needs. School environments and interventions should be tailored to the distinct developmental and educational profiles of both groups.