The journey of my dissertation on the BA Early Childhood degree began in October 2023, with discussions with my lecturers redefining my research question and title. This initial phase was critical in shaping my research focus, which ultimately centred on the role of group art projects and play-based interventions in supporting social communication and emotional regulation for primary-aged students with special educational needs (SEN).

The primary objective of my study was to evaluate the effectiveness of group art projects and play-based interventions in improving the communication skills and emotional regulation of primary-aged students with SEN. Specifically, I aimed to answer:

1. What are practitioners' perspectives on the effectiveness of Sensory Play Workshops as a play-based intervention to enhance the expression and communication skills of SEN students?
2. To what extent do Collaborative Art Projects influence the emotional regulation and wellbeing of primary-aged students with SEN?
3. What strategies may be used for further developing sensory play workshops for students with SEN?

After establishing a clear objective, I conducted an extensive literature review and developed a comprehensive methodology. My research involved distributing 35 questionnaires, conducting five interviews, and maintaining a research diary to document the process.

I employed a mixed-methods approach, utilising subjective ontology and interpretive epistemology with purposive and convenience sampling. Feedback was sought for reliability, and data were triangulated for thematic analysis. To gain practical insights, I conducted interviews with professionals, including a Speech and Language Therapist (SaLT), an Occupational Therapist (OT), and a Special Educational Needs Coordinator (SENCO). These experts provided valuable perspectives that enriched my findings.

The research revealed that sensory play improves communication, while art activities help children regulate their emotions. Workshops were shown to enhance SEN students' overall social and emotional skills. Key themes identified included the importance of engaging sensory experiences and students' intrinsic motivation to participate.

An integral part of my dissertation was the creative art project, which aimed to enhance the emotional wellbeing of SEN students through collaborative art activities. This project facilitated a supportive environment for the children and emphasised the therapeutic benefits of group art sessions. Lisa Kelly, a year-one student, played a crucial role in the project's success by supporting the children in their project. Her dedication and support were instrumental, and the project would not have been possible without her contributions.

The findings underscore the importance of sensory play in improving communication and emotional regulation among SEN students. The study also highlights the need for further development of sensory play workshops and collaborative art projects as effective interventions.

This dissertation journey has profoundly impacted both the children involved and my personal and professional growth. Immersing myself fully in this research, I relished the challenges and the learning opportunities that came with it. Every step, from refining the research question to conducting interviews and analysing data, was an enriching experience that deepened my understanding of the value of sensory play and art-based interventions.

What I cannot adequately express is the remarkable impact this work has had on the children involved. The Sensory Play Workshops and Collaborative Art Projects provided them with new ways to express themselves, improve their communication skills, and regulate their emotions. Through a research diary reading, how the children engage, interact, and grow through these activities was incredibly rewarding and reinforced the importance of such interventions in their development.

In the future, I am passionate about involving more people in promoting art-based projects and sensory workshops. The benefits are clear, and expanding these initiatives can further support children's emotional and social development with special educational needs. I want to inspire others to join in this effort, ensuring that more children can experience the transformative power of sensory play and art.

About the author

Mark Moloney, student on BA(Hons) Early Childhood