The article examines the use of play-based dance methods in inclusive education for children with special educational needs. The relevance of the topic lies in the need for pedagogical tools that simultaneously ensure access to learning, stimulate cognitive and sensorimotor development, and create conditions for full social integration. Unlike traditional models, the proposed system centers on rhythm, movement, play, and visual supports, enabling children to adapt more rapidly to the classroom environment, reduce anxiety, and develop stable skills for collaborative interaction. The novelty of the study lies in the design of a comprehensive session structure comprising “entry — main phase — improvisation window — closure,” as well as the integration of a digital module and family involvement into a single educational process. The study explores cognitive, emotion-regulatory, sensorimotor, and social changes arising from regular practice. Particular attention is paid to mechanisms for transferring acquired skills from the play setting to academic tasks and home micro-rituals. The conclusion formulates the significance of the method for scaling and further adaptation in school and preschool settings. The materials may be useful to teachers, methodologists, and developers of inclusive educational programs oriented toward practice-based learning.

Inclusive education, rhythm–movement practices, communication skills

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