Art-Integrated Pedagogy for Inclusive Classroom: Transforming Learning for Special Needs Students and Teachers: Bibliometric Cum Review Analysis of the Last 25 Years

Inclusive education is designed to give equal opportunities to quality educational experiences to all learners, regardless of their capabilities. The present study examines the impact of art-based pedagogy as a way of achieving inclusive education for special children. In particular, the study examines the influence of art-based pedagogy on the intellectual, psychological, and social growth of special children as well as the significance of teachers’ development in such teaching approaches. The analysis draws on NEP 2020 and other key aspects of the Indian education system to highlight how art-integrated learning (AIL) ensures the establishment of joyful classes that meet diverse learning needs. In particular, NEP 2020 emphasizes the importance of experiential learning in the arts in promoting creativity and empathy among others. The research reviews existing literature to analyse the effect of art-based interventions on students with disabilities like dyslexia, ADHD, autism spectrum disorder, and intellectual disabilities. By examining the AIL on cognitive, emotional, and social development, this paper identifies key trends and emerging themes through a bibliometric analysis of research published over the past 25 years (2000 to 2025). It also analyses teacher readiness and professional development training, like NISHTHA (National Initiative for School Heads’ and Teachers’ Holistic Advancement), to apply AIL successfully. Based on the experiences of programs such as Saturday Art Class (SArC), BrainArt special programs, and arts-based therapy (ABT), this paper analyses best practices and challenges in applying art in special education. The findings suggest that incorporating art has a noteworthy impact on self-expression, focus, engagement, creativity, emotional well-being, and socialisation of special children, as well as on empowering teachers with fresh tools to handle diverse classroom settings. The research conclude by urging thorough reforms in curriculum design, resource allocation, and teacher education to incorporate art-based teaching as an integral component of inclusive education in India.