Determining if Inclusive Art Education Practices Improve the Academic Performance

Posted by on Oct 6, 2011 in Grad Student Success, What's New? | 0 comments

Determining if Inclusive Art Education Practices Improve the Academic Performance of Students with Autism through Two-dimensional and Three-Dimensional Art in a Diverse High School by Cynthia M. Hartopp The number of children diagnosed with autism has been on a steady increase over the past decade; the effect is that there are more students with autism in schools than ever before. The goal of my three-month study was to create an inclusive art setting for students with autism to help them grow both academically and socially. In an urban high school, I became the first teacher in the District to take the students with autism out of their resource room and include them in class with regular students. The intention was to socialize the children with autism with the typical children while they were being taught the same curriculum. I collected and recorded the data through lesson plans, observations, interviews, and assessments. In the beginning of my study, the students with autism and the regular education students kept to themselves without much interaction. As the weeks progressed, the students with autism interacted socially with the typical education students and were looking to them for guidance on their projects. The students became a family that pushed each other to success. I found that the students with autism were not only learning how to interact with the typical education students, but they were, also, learning how to successfully engage in an art...

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The Relationship Between the Art Room Environment and the Behavior of Students

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The Relationship between the Art Room Environment and the Behavior of Students with Emotional and Behavioral Disturbance in an Inner-city High School Art Class by Alisha Hagelin Imagine teaching students who have little control over their emotions. These students are at a high risk of dropping out, generally earning lower grades, failing more courses, and retained in grades more often. They will have more difficulty adjusting to adult life than students with other disabilities. These are students who live with Emotional and Behavioral Disturbance (EBD). My research study explores the factors that produce success in the art classroom. The qualitative study asked the questions, “What is the relationship between the art room environment and student behavior?” and “How does the environment of the art room affect the way a student feels?” The eight-week study followed two students identified with EBD and gathered data through student observations, student interviews, teacher surveys, and document analysis of the students’ artwork. The students had the opportunity to be self-reflective about their art room success. The data revealed that the students felt supported through a positive and accommodating work atmosphere, as they made independent choices in assignments and materials and experienced an outlet for their emotions through art. The action plan recommends that students with EBD receive as much exposure to art as possible, both in school and at home....

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Culturally Responsive Art Pedagogy in Special Education

Posted by on Oct 6, 2011 in Grad Student Success, What's New? | 0 comments

Culturally Responsive Art Pedagogy in Special Education: An Analysis of the Role of Art Education in the Development of Social Skills by Tanya Joy Harrison This action research study explored the need to expand culturally responsive art pedagogy into the field of art with a focus on the effects it has on special education. Culturally responsive pedagogy acknowledges that students come from diverse racial, cultural and linguistic backgrounds and therefore facilitates and supports the achievement of all students because it identifies, nurtures, and utilizes the strengths of each student. Art is a powerful unifier that is accessible to all students, regardless of native language, ability or disability, which makes it a useful tool in special education. Research on multicultural education provided a foundation for how a culturally relevant education can be provided for students with severe or multiple physical disabilities. The literature suggests that all students, regardless of the severity or multiplicity of their disabilities, should be taught within the context of their own cultural heritage. Thus, culturally responsive pedagogy served students by promoting their unique needs and makes teachers more responsive and effective. This study traced culturally responsive art pedagogy’s ability to reinforce the basic and social skills of special education students by challenging students to articulate, through art, the skills that are most important in their lives....

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