"Lifelong" non-formal learning play and art: A study in a camp program for women with intellectual disabilities.

The paper aims to study the problem of functional language skills in two young women with intellectual disabilities with an emphasis on psychopedagogical accompaniment in a camp program. In the first part of the study, a bibliographic documentation of the problem of non-formal learning is carried out according to the sources regarding people with intellectual disabilities. Play and art are included in the introduction to the Framework of Special Education Curriculum [FSEC] (Ministry of National Education and Religions-Pedagogical Institute, 1996)). In this, the pedagogical tool (Drossinou, Korea, 2023) is studied "Targeted Individually Structured Teaching Inclusion Programs of Special Education and Training Interventions (TISIPfSET) with the systematic empirical observation, the informal pedagogical evaluation of interventions with musical-motor games through the accompaniment in the camp program. As well as with the form for recording cooperation with the parent, functional language skills are examined in the daily camp program (Christakis, 2023). In addition, teaching programs and strategies for people with special educational needs [SENs] and severe non-formal learning difficulties are studied through games with three-dimensional pedagogical material and the transformation of a simple shoebox into a camp dormitory. In conclusion, our study, regarding play and art in non-formal learning in a camp program for people with intellectual disabilities, confirmed that the ''through'' special education training [SET] proposal of the two young women can be supported by the volunteer teacher, who accompanying the educational camp program. Finally, with games and learning readiness activities, with non-typical learning we could understand SENs by focusing on functional language skills according to the observation methodology.