In Mongolia, art education for children with disabilities has been steadily gaining recognition as an important field, yet significant challenges remain. Schools lack a standardized curriculum, there is a shortage of trained professionals, and adapted resources and teaching methods are scarce, limiting the delivery of quality inclusive education. These gaps restrict opportunities for children with disabilities to develop essential skills, build confidence, and prepare for independent living. As of 2023, Mongolia counted 11,835 children with special needs between the ages of 0 and 18. Against this backdrop, the Art for Change project was implemented in 2025 with a vision to turn classrooms into spaces where art became both a tool for therapy and a pathway to inclusion.
With support from the UNESCO Regional Office for East Asia, the Arts Council of Mongolia introduced a structured curriculum with visual arts, music, and dance modules into two public schools in Ulaanbaatar serving children with special needs. Before the programme began, 26 teachers received intensive training in inclusive methodologies, equipping them with tools to adapt lessons for students with diverse conditions including autism, cerebral palsy, Down syndrome, epilepsy, hearing impairments, and intellectual disabilities. Armed with new methods and materials, the teachers supported 160 students to participate in regular art sessions over a five-month journey.
The results were transformative. Assessments confirmed progress in communication, social interaction, motor coordination, and emotional regulation. Teachers reported that children who once struggled to engage began clapping to rhythms, painting confidently, or dancing alongside classmates. Parents described changes that carried into daily life: children who had been silent began to use words and even sentences, while others developed independence in everyday tasks that once required constant assistance. One mother, whose daughter Khulan was born with cerebral palsy and hydrocephalus, reflected, “Khulan could barely speak or walk without help. Now she communicates in full sentences and manages daily tasks independently. These aren’t just small victories—they’re milestones in her journey toward independence.”
For Bat-Iveel, a boy with autism who found traditional lessons overwhelming, music became a pathway to comfort and focus. His caregiver explained, “Through the music and structured activities, he found calm. It was like he discovered a new way to connect with the world.” And for 11-year-old Suld-Ochir, diagnosed with autism, dance not only unlocked confidence but also propelled him onto a stage far beyond the classroom, earning a gold medal in the Special Needs Children’s Olympics. “The medal represents how dance helped him control his emotions and connect with others. More than that, it gave him a true sense of belonging,” his parent shared.
These personal transformations were matched by broader institutional impact. Teachers from the participating schools worked together through a peer-mentoring model, sharing strategies and building collective capacity to sustain inclusive practices. Open Day events showcased the children’s artwork, allowing parents, teachers, and stakeholders to see tangible progress and reflect on the importance of inclusive education.
The stories of these children and teachers affirm that art is far more than a subject; it is a catalyst for empowerment, healing, and community. The success of Art for Change demonstrates that inclusion is not only possible but profoundly effective. With creativity, care, and adaptable methodologies, children who are often marginalized can thrive academically, socially, and emotionally. As UNESCO and its partners continue to champion equity and access in learning, the lessons of this initiative point to a future where every classroom in Mongolia—and beyond—can be a place where no child is left behind.
