DOCSLIB.ORG

Potential Impacts of Art Education Learning Environments For

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Potential Impacts of Art Education Learning Environments For POTENTIAL IMPACTS OF ART EDUCATION LEARNING ENVIRONMENTS FOR STUDENTS WHOM EXPERIENCE SPECIFIC LEARNING DISABILITIES IN THE DEVELOPMENT OF EXECUTIVE FUNCTIONING: A CASE STUDY OF THREE INDIVIDUALS A Master’s Degree Thesis by Brett A. Thomas to Moore College of Art & Design In partial fulfillment of the requirements for the degree of MA in Art Education with an Emphasis in Special Populations Philadelphia, PA August 2018 POTENTIAL IMPACTS OF ART EDUCATION FOR STUDENTS WHOM EXPERIENCE ii SPECIFIC LEARNING DISABILITIES IN THE DEVELOPMENT OF EXECUTIVE FUNCTION: A CASE STUDY OF TREE INDIVIDUALS Abstract: This study was designed to understand the potential for gained Executive Functioning through an Art Education learning environment by students whom experience a Specific Learning Disability at the High School Level. The author actualizes a limited case study of three students to understand if students whom experience Specific Learning Disabilities are gain Executive Functioning in Art Class. LDA America states that almost all students with Specific Learning Disabilities have an Executive Functioning Deficiency (LDA America, 2017). The resulting information from this case study may be successful in determining that not only some Specific Learning Disabilities are a non-static in their diagnosis, but also that Art Class has existed as a type of interventional therapy for Students with Specific Learning Disabilities all along. Per Harvard's Center for The Developing Child (Center on the Developing Child, 2017), "Children are not born with these skills, they are born with the potential to develop them." This study will attempt to surmise how, if any, Executive Functioning skills are developed for students with Specific Learning Disabilities, under an Art Education Specialist’s prevue. Keywords: Executive Function, Specific Learning Disability, Art Education, Working Memory, Mental Flexibility, Self-Control, Skill Development, Co-Morbidity, Toxic Stress, Auditory Processing Disorder, Dyscalculia, Dysgraphia, Dyslexia, Language Processing Disorder, Non-Verbal Disabilities, Visual Perceptual Deficit, ADHD, Dyspraxia, Hard Skills, Economic Health POTENTIAL IMPACTS OF ART EDUCATION FOR STUDENTS WHOM EXPERIENCE iii SPECIFIC LEARNING DISABILITIES IN THE DEVELOPMENT OF EXECUTIVE FUNCTION: A CASE STUDY OF TREE INDIVIDUALS Table of Contents Title Page ........................................................................................................................................ i Abstract .......................................................................................................................................... ii Table of Contents ........................................................................................................................... iii Table of Figures ............................................................................................................................. vi Table of Tables ............................................................................................................................ viii Chapter I: Introduction ....................................................................................................... 1-28 Background to The Problem ............................................................................................................. 1-6 Problem Statement ....................................................................................................................... 6 - 7 Research Question ........................................................................................................................ 7 - 9 Theoretical Framework ............................................................................................................... 9 - 16 Significance of Study ................................................................................................................... 16-18 Limitations of The Study ............................................................................................................ 18 - 21 Definitions of Terms .................................................................................................................. 21 - 24 Assumptions to Be and Not to Be Debated ................................................................................ 25 - 28 Summary ......................................................................................................................................... 28 Chapter 2: Review of The Literature ................................................................................... 28 -45 Introduction to The Literature .................................................................................................... 29 - 31 Sources of Information on Executive Functioning & Specific Learning Disabilities .................... 31 - 34 Sources of Research Structure & Information Gathering Design ................................................. 34 - 39 Sources of Theory Basis & Relative Conceptual Analysis .......................................................... 39 - 45 POTENTIAL IMPACTS OF ART EDUCATION FOR STUDENTS WHOM EXPERIENCE iv SPECIFIC LEARNING DISABILITIES IN THE DEVELOPMENT OF EXECUTIVE FUNCTION: A CASE STUDY OF TREE INDIVIDUALS Chapter 3: Methodology & Design of Study ................................................................... 46 - 59 Setting ................................................................................................................................... 46 - 47 Participants ............................................................................................................................ 47 - 49 Researcher Role ...................................................................................................................... 48- 49 Research Procedures .............................................................................................................. 49 – 50 Ethical Considerations .................................................................................................................. 50 Research Methods ................................................................................................................... 50– 57 Research Limitations .............................................................................................................. 58– 59 Context for The Study ................................................................................................................... 59 Data Analysis ............................................................................................................................... 59 Chapter 4: Results of The Study ................................................................................... 60 – 102 Introduction to Data Collection Process .....................................................................60 – 62 Pedagogical Emphasis on Lesson Planning ....................................................................... 62 Introduction to Data Collection Process .....................................................................60 – 62 Lesson Planning Structure ..........................................................................................63 – 64 Art Lesson Plan Alignment with Research Imputes and Assessment Based Protocol ......... 64 Emphasized Teaching Steps for Use in Research............................................................... 65 The Research Sight ....................................................................................................65 – 66 Pre-Assessment & Baseline ............................................................................................... 66 Furthered Explanation of Lesson Plan Steps for Use in This Research .......................66 – 72 The Pre-Assessment Project Criteria & Lesson Planning ............................................72 – 74 Main Lesson Planning ................................................................................................75 – 77 POTENTIAL IMPACTS OF ART EDUCATION FOR STUDENTS WHOM EXPERIENCE v SPECIFIC LEARNING DISABILITIES IN THE DEVELOPMENT OF EXECUTIVE FUNCTION: A CASE STUDY OF TREE INDIVIDUALS Presentation of Data ................................................................................................. 78 – 101 Student Redirection ....................................................................................................... 78 Case Study “T” .....................................................................................................80 – 87 Case Study “J” ......................................................................................................88 – 94 Case Study “F”..................................................................................................... 95 – 101 Chapter 5: Discussion & Implications for The Field ........................................................... 102 Introduction to Findings ........................................................................................ 102 – 103 Presentation of as Researcher & Self – Practitioner: Conclusions that Impacted Educational Style ................................................................................................... 103 – 105 Presentation of Findings in the Context of the Research Environment .................... 106 – 107 Presentation of Findings in the Context of Literature Sources.......................................... 107 Implications for the Field ......................................................................................
Load more

Recommended publications
  • Imagining Disability Futurities
    This is a repository copy of Imagining Disability Futurities. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/106691/ Version: Accepted Version Article: Liddiard, K. orcid.org/0000-0002-1220-3740 (2016) Imagining Disability Futurities. Hypatia. ISSN 0887-5367 "This is the peer reviewed version of the following article: Liddiard, K (2016) Imagining Disabilities Futurities. Hypatia, which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Title: Imagining Disability Futurities Keywords: temporality; disability futurity; disability arts; activist art; dis-topia Word Count: 7987 To watch the stories presented in our paper, go to https://vimeo.com/album/3853805. Following the prompts, type in the password “futurities.” Please note: these videos are intended for readers only and are not for public screening.
    [Show full text]
  • From Constitutional Rights to Further Legal Claims
    PROTECTION AND LEGAL RIGHTS FOR DISABLED PEOPLE HYPERTEXT FROM CONSTITUTIONAL RIGHTS TO FURTHER LEGAL CLAIMS Edited by Ernesto Stasi Associazione Crescere – Bologna Domenico Posterino Associazione Prader-Willi – Calabria Domenica Taruscio Director of the National Centre for Rare Diseases, Istituto Superiore di Sanità (ISS), Rome With a contribution by: Marta De Santis National Centre for Rare Diseases, Istituto Superiore di Sanità (ISS), Rome Translated by: Mariavittoria Spina Year 11 - Rev. 2019/02 CONTENTS Preface Introductory Note Italian Constitution Health Rights Learning and Education Rights Determining Disability Rights in Work Workers' Rights Mobility Tourism Sport Further Legal Claims and Other Benefits Legal Protection Tax Relief and Benefits Exemptions from Payment Link List to Legislative Provisions Annexes 2 PREFACE In June 2009, the National Centre for Rare Diseases directed by Dr Domenica Taruscio within the ISS (Istituto Superiore di Sanità, the Italian NHS), cooperated with the Associazione Crescere in Bologna (J.D. Ernesto Stasi) and with the Associazione Prader Willi in Calabria (Dr Domenico Posterino) in order to update and enhance the Guide “From Constitutional Rights to Further Legal Claims”, which is edited by Associazione Prader Willi and available for free download in PDF format on the website of the National Centre for Rare Diseases (CNMR): the Associazione Crescere and the Associazione Prader Willi are both non-profit organizations. This starting project led to the issue of a summary guide, which provides hypertext links to legislative provisions and other related documents: is a challenging project which requires constant updating. The hypertext “From Constitutional Rights to Further Legal Claims” is the result of this project in collaboration with the CNMR.
    [Show full text]
  • December 2012 Table of Contents
    NEWSLETTER DECEMBER 2012 TABLE OF CONTENTS Table is hyperlinked to each article! WELCOME – by Martyn Sibley ...............................................................................................................................................................................................3 Differently abled through digital art .....................................................................................................................................................................................4 Viewing disability and difference through the eye of a lens ................................................................................................................................................7 Disability art and Turning Points ...........................................................................................................................................................................................9 Accessibility with style .........................................................................................................................................................................................................11 The British Paraorchestra: recruiting new talents ..............................................................................................................................................................13 Q&A with one-handed pianist Nicholas McCarthy .............................................................................................................................................................14
    [Show full text]
  • DIS STD 187: the Politics of Disability Aesthetics in Visual Culture
    DIS STD 187: The Politics of Disability Aesthetics in Visual Culture Disability Studies Minor, Undergraduate Education Initiatives University of California Los Angeles Fall 2016: Wednesdays, 3pm – 5:50pm, MS 5200 COURSE SYLLABUS Instructor: Amanda Cachia E-mail: [email protected] www.amandacachia.com Office hour: Wednesdays, 1:30-2:30pm, Kaufman Room 185 Course website: https://ccle.ucla.edu Course Overview: Inscribed surface, political object, sign, flesh, boundary, matter, cultural product, artistic work—these are some of the many ways that the disabled body has been theorized and imagined in a wide cross-section of critical scholarship and cultural production. This interdisciplinary course seeks to provide a broad overview of the presence of disability and its various manifestations throughout modern day visual culture, with a special emphasis on how disabled artists have offered a revision to the existing negative constructs typically associated with the disabled form. Conventional art history has not typically accounted for intellectually and physically disabled subjects and their accompanying atypical bodies through the art museum and their curated exhibitions, through commercial art galleries and biennials, or the entire exhibition complex structure. A small number of patronizing and demeaning representations have appeared in art genre presentations such as ‘outsider art’ but these derogatory constructs have generally failed to be challenged by art historians, critics, curators and artists. It is important to build a new vocabulary and methodology around disability and access in challenging and stimulating ways, and this class will attempt to find the language to build this framework around how disability might fit into the discourse of visual culture.
    [Show full text]
  • PRELUDE Disability Arts and Culture As Public Pedagogy Leslie G
    International Journal of Inclusive Education Vol. 13, No. 7, November 2009, 667–675 PRELUDE Disability arts and culture as public pedagogy Leslie G. Roman* Faculty of Education, Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada TaylorTIED_A_404364.sgm10.1080/13603110903041912International1360-3116Editorial20091370000002009LeslieRomanleslie.roman@ubc.ca and& Francis (print)/1464-5173Francis Journal of Inclusive (online) Education This article considers the implications of a disability arts, culture and scholarship series ‘The Unruly Salon’, undertaken at the University of British Columbia, Vancouver in Canada, which ran from January to March 2008. It asks how and whether the encounter of this Series with its diverse audiences makes a lasting contribution to the reshaping of education at the University of British Columbia in terms of curriculum, pedagogy, place, space and culture. It argues that The Unruly Salon Series is but a cornerstone in the groundwork for the ‘global citizenship’ to which the University’s Trek 2010 policy and mission statement aspire. The question is not only: what have the disabled and non-disabled participants of this timely and creative series learned from about working within the ‘fragile spaces between impairment and disability’?, but also the article asks: how will Canada’s third largest public university learn so as to transform its intellectual, social culture and built environment for prospective and existing students, faculty and staff with disabilities? The article concludes that such social change advantages the impaired and non-disabled alike. Keywords: disability arts and culture; politics; policy; inclusion A truth that’s deeper than the truth of dreams: the truth of the body.
    [Show full text]
  • “Disability Is an Art…”: Disability As Discourse/Counter-Discourse
    University of South Carolina Scholar Commons Theses and Dissertations 2018 “Disability Is An Art…”: Disability As Discourse/ Counter-Discourse David Adelman University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Film and Media Studies Commons Recommended Citation Adelman, D.(2018). “Disability Is An Art…”: Disability As Discourse/Counter-Discourse. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/4750 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. “DISABILITY IS AN ART…”: DISABILITY AS DISCOURSE/COUNTER-DISCOURSE by David Adelman Bachelor of Arts University of South Carolina, 2012 Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in Media Arts College of Arts and Sciences University of South Carolina 2018 Accepted by: Heidi Rae Cooley, Director of Thesis Evan Meaney, Reader Mark Cooper, Reader Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by David Adelman, 2018 All Rights Reserved. ii DEDICATION This work is dedicated to my mother, who said I could. And should. iii ACKNOWLEDGEMENTS A task as big as this requires a lot of people. To begin, my thesis committee: Dr. Heidi Rae Cooley, one of the most brilliant people I know and a fantastic mentor among mentors. Evan Meaney, who always indulged me, while also pushing me to be a better artist. No pun intended. A most brilliant “sous chef.” And of course, Dr.
    [Show full text]
  • Disability Studies - Enabling Equality
    Rembis; Yes We Can Change 19 Yes We Can Change: Disability Studies - Enabling Equality Michael A. Rembis, Ph.D. University at Buffalo Abstract In this article, I offer a brief assessment of the international disability rights and culture movements and disability studies, as well as a commentary on the future of disability and disability studies. A diverse group of activists, artists, and scholars have brought about momentous legal changes in dozens of countries around the world. They have also enabled a critical rearticulation of what it means to be disabled. Yet, this revisioning of disability and this repositioning of disabled people remains fraught. I contend that while movement participants, scholars, and their allies are off to a great start, they have yet to grapple in any serious way with some of the most important and contentious issues within the disability rights and culture movements and disability studies, namely their own internal diversity and the material reality of many disabled peoples’ lives. Despite these complexities, I maintain that the disability rights and culture movements and disability studies have tremendous transformative potential. We are living at a critical moment of history. The monolith), we recognized that we, the disabled, had ar- election of Barack Obama as the 44th President of the rived socially and politically. Or had we? United States on November 4, 2008 was greeted the In this article, I will offer a brief assessment of the world over with a potent mixture of unrestrained joy recent past and a commentary on the future of disability and hope by those individuals, groups, and organiza- and disability studies.
    [Show full text]
  • Joseph Grigely
    Beautiful Progress to Nowhere by Joseph Grigely I’m not a specialist in the field of disability studies; but, being deaf, and an artist, and an academic (I teach visual and critical studies at an art school), I am often asked my thoughts about disability and art by disabled artists. Are disabled artists ‘ghettoised’? Offhand, I can’t really say I know the answer to this. It is a question that feels familiar from discussions about race and gender in the 1970s. But it’s not quite the same question because of the complexity of disability: disability transcends both race and gender, it transcends religion and national origin, it is visible and not visible, and where it is not present it is always latent. Disability is not just an identity but a legal ontology, and the conditions that define a person as disabled are themselves unstable – at least in the USA, where I live.(1) It could be argued that disability theory has its own ghetto in academia – most disability studies programmes are linked to programmes in pathology and rehabilitation, not culture; the first American PhD in Disability Studies is based within the College of Applied Health Sciences at the University of Illinois. This is almost inevitable because disability is, by definition, a study of human pathology, not culture. When we start talking about disability and art, the disability may or may not be relevant, either to the art or the artist, and so it is hard to generalise about it. What I can do is offer some empirical observations that derive largely from my experience as an artist and academic over the past 20 years.
    [Show full text]
  • PUSH! Real Athletes. Real Stories. Real Theatre
    REAL ATHLETES. REAL STORIES. REAL THEATRE. A TANGLED ART + DISABILITY PRODUCTION PRESENTED BY PANAMANIA PRESENTED BY CIBC AND IN ASSOCIATION WITH PING CHONG + COMPANY. WITH SPECIAL THANKS TO RYERSON UNIVERSITY FOR THEIR SUPPORT. A MESSAGE FROM THE ARTISTIC DIRECTOR We are proud to have partnered with Ping Chong + Company and the PANAMANIA arts and culture festival to bring you this outstanding piece of theatre that showcases Canadian Parasport athletics. By weaving together a history of Parasport competition, personal histories, disability rights, triumphs, challenges, and record-breaking victories with video and a live musical score, PUSH! delivers a crescendo that rivals the intensity of any sporting event of the summer. Although they share in their passion, commitment and excellence, PUSH! shows us that each athlete’s journey is unique. We are pleased that this show reaches the highest accessibility standard, by offering ASL interpretation, captioning, and live audio description. For the past 14 years, Tangled Art + Disability has been contributing to Disability Arts in Canada by exhibiting the best that this art scene has to offer. Including PUSH! in this arts and culture festival that showcases diverse cultures and artistic excellence, announces that Disability Arts has a significant role in the Pan American cultural landscape. This piece honours a diversity of disability experiences, which is what Tangled does best. PUSH! launches what is sure to be a phenomenal year for Tangled. Enjoy the show and we hope to see you again so on! Eliza Chandler, Artistic Director ABOUT TANGLED Tangled Art + Disability is a registered charitable organization dedicated to the advancement of artists with disabilities and to enhancing access to arts and culture for all.
    [Show full text]
  • Accessibility Toolkit
    Accessibility Toolkit: A guide to making art spaces accessible The Accessibility Toolkit was written by Professor Anne Zbitnew, in consultation with Tangled Art + Disability Board Members Kim Fullerton, Lenore McMillan and Fran Odette. The printed toolkit and the accessible PDF was designed by Professor Jennie Grimard. This toolkit was created with the generous support of Applied Research & Innovation and the School of Media Studies at Humber College. Tangled Art + Disability was an important partner in the development and execution of the community research workshop which informed the toolkit. Contents Overview .......................................................................... 5 Language ......................................................................... 7 Societal Attitudes ............................................................ 8 Accessibility Toolkit Exhibits .....................................................................11 Marketing & Media ...................................................15 Quick Reference .............................................................. 20 Resources Web Links .................................................................24 In Practice: Culture Companion ...............................26 Access Symbols: Printables .....................................28 Tangled Art + Disability .............................................30 Humber College ........................................................32 This document is available in plain text and digital formats upon request.
    [Show full text]
  • Inclusive Health Services for Persons with Disabilities
    INCLUSIVE HEALTH SERVICES FOR PERSONS WITH DISABILITIES Toolkit on disability for AFRICA INCLUSIVE HEALTH SERVICES FOR PERSONS WITH DISABILITIES TOOLKIT ON DISABILITY FOR AFRICA TABLE OF CONTENTS 1. OVERVIEW ....................................................................................................................................................1 2. TECHNICAL CONTENT .........................................................................................................................3 2.A Background .............................................................................................3 2.B Legal Framework .....................................................................................4 2.C Access to Health for Persons with Disabilities: Areas of Concern ................. 7 Country Checkpoint .................................................................................8 2.D Measures to Ensure the Right of Persons with Disabilities to Health Services .................................................................................................12 Country Checkpoint ...............................................................................18 3. SUMMARY & KEY LEARNING POINTS ..................................................................................19 4. USEFUL RESOURCES .........................................................................................................................20 5. LEARNING ACTIVITIES .....................................................................................................................21
    [Show full text]
  • Disability Resources for the Educator
    California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2003 Disability resources for the educator Pauline Aines Kimball Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Special Education and Teaching Commons Recommended Citation Kimball, Pauline Aines, "Disability resources for the educator" (2003). Theses Digitization Project. 2358. https://scholarworks.lib.csusb.edu/etd-project/2358 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. DISABILITY RESOURCES FOR THE EDUCATOR A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education: Career and Technical Education by Pauline Aines Kimball June 2003 DISABILITY RESOURCES FOR THE EDUCATOR A Project Presented to the Faculty of California State University, San Bernardino by Pauline Aines Kimball June 2003 Approved by: Josep' a, Ph.D., First Reader Ronald Pendleton, Phlu., Second Reader © 2003 Pauline Aines Kimball ABSTRACT This thesis identifies what disability resources are currently accessible and needed by the educator in order to service the disabled students in the classroom. This thesis is a compilation including current medical, equipment, academic, and financial resources currently available to the educator. It was made available so that it might be used as a tool for optimizing the education of the disabled student. This project may also allow accessibility to fit the needs of educators seeking to learn more about how to assist the disabled.
    [Show full text]