Date of Award

7-16-2008

Degree Type

Thesis

Degree Name

Master of Arts in Education (MAEd)

Department

Art and Design

First Advisor

Dr. Melody Milbrandt - Chair

Second Advisor

Dr. Melanie Davenport

Third Advisor

Dr. Juane Heflin

Abstract

ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

DOI

https://doi.org/10.57709/1062162

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