From the point of view of music pedagogy piano education is aimed at achieving artistic and aesthetic results. In the light of art pedagogy piano training must be examined as a complicated, interactive process that supports personality development in people with special educational needs (SEN) and solves multiple problems related to pedagogy and therapy. The education and development of a person with SEN can be realized only in a specific pedagogical context if developed ways of difficulties compensation exist. Through the universal language of art (in this case - the music), a non-verbal creative interaction between a teacher and a trainee takes place which facilitates the development of comprehensive methods for overcoming mental, sensory, communicative and physical difficulties. The individual piano training of people with special educational needs is an active cognitive, creative, emotional and motor activity, where compensatory mechanisms for correction and balancing of disabilities, disorders, deficits in students are established - one of the main aims of art pedagogy. It (the piano training) stimulates the individual with SEN through external mechanisms - intensive pedagogical support, providing necessary environment for the learning process to be conducted, using specially adapted tools for this purpose. The ultimate objective of the external support is the student to mobilize their inner mental, emotional, intellectual abilities and physical strengths by learning to cope independently and creatively with arising difficulties - on the grounds of their undamaged senses and methods offered by the teacher which to be jointly worked out and independently applied. The development of compensatory mechanisms is not a spontaneous but totally systematic process, where the pedagogue plays a role of primary significance, the pedagogue shall obtain certain qualities - professional knowledge and skills, innovative spirit and profound understanding of the peculiarities and difficulties of their students with special educational needs. The results of such training having multiple aspects are complex: improved psycho-emotional state of the student, delight of the achievement, willingness to participate actively in creative activities, increased self-esteem and self-respect, overcoming the uncertainty and social adaptation. Piano training is possible and proved to be useful for a large number of blind and partially-sighted persons, hard of hearing persons, students with mental, speech and motor activity difficulties. The creation and improvement of methodologies for persons with special educational needs is a contribution to the pedagogical science and implementation of humanistic ideals in practice.
Social adaptation of prescholers with special educational needs by labor
