Author(s)

AiLun Cai, JunCong Jiang, MingYue Wang^*, JunLing Zhou

Affiliation(s)

College of Fine Arts, Guangdong Polytechnic Normal University, Guangzhou 510260, China.

Corresponding Author

MingYue Wang

ABSTRACT

This study takes the "Fa Cai Xin Yu" intangible cultural heritage enamel empowerment special education project as the carrier, and based on theories such as First Principles Thinking and expressive art therapy, constructs a "theory-practice integration" teaching model to explore methods to break through the dual bottlenecks of the lack of aesthetic education courses in special schools and the high threshold of traditional handicraft techniques. Through field research, the ability traits of children with special needs are clarified, and a three-tier progressive curriculum and a "three-teacher collaboration" interdisciplinary mechanism are designed. Technical adaptation strategies such as atomic task decomposition of enamel craftsmanship, compensatory assistive device innovation, and causal visual cognitive activation are simultaneously implemented. The study verifies through qualitative analysis that this model can effectively activate the psychological functions of special children, reshape their social identity, and establish a bidirectional healing mechanism between special children and university volunteers, achieving a win-win situation of cultural inheritance, art therapy, and inclusive education. This study provides a reproducible theoretical framework and practical path for the innovative application of intangible cultural heritage in the field of special education, and has important reference value for promoting the high-quality development of special education and the living inheritance of intangible cultural heritage.

KEYWORDS

Intangible Cultural Heritage; Enamel Craftsmanship; Special Education; Art Therapy; Theory-Practice Integration

CITE THIS PAPER

AiLun Cai, JunCong Jiang, MingYue Wang, JunLing Zhou. Innovative practice of enamelling-based art healing: a case study grounded in the "theory-practice integration" model. World Journal of Educational Studies. 2025, 3(9): 60-66. DOI: https://doi.org/10.61784/wjes3131.

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