{'fraction_non_alphanumeric': 0.009427121102248005, 'fraction_numerical': 0.0, 'mean_word_length': 5.6028708133971294, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Kamishibai theatre in work with children with intellectual disability.

The Kamishibai theatre is a traditional Japanese method of storytelling using illustrated boards successively taken out of a small wooden chest used as a screen. Although the method has a significant educational and therapeutic potential, researchers devote little attention to it, focusing mainly on its connection with developing language competency and promotion of reading. However, the Kamishibai theatre constitutes an excellent form of working with children with intellectual disability, as we try to demonstrate in this article. The article is devoted to the issues of using Kamishibai theatre in working with children with intellectual disabilities and the role the teacher plays in implementing this stimulation method. Considerations made are based on the results of two previous scientific projects oriented around the epiphanies and key experiences in the biographies of educators and the impact of various forms of communication within the Kamishibai theatre method on the perception of the content presented to children with intellectual disabilities. The article presents the results of our research, supplements the analysis with the indications regarding the role of the teacher conducting art therapy classes and an in-depth reflection on the predispositions a teacher should possess.