Art Educators' Knowledge and Preparedness for Teaching Students With Physical, Visual, Severe, and Multiple Disabilities.
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| Title: | Art Educators' Knowledge and Preparedness for Teaching Students With Physical, Visual, Severe, and Multiple Disabilities. |
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| Authors: | CRAMER, E. STEPHANIE1, COLEMAN, MARI BETH1, YUJEONG PARK1, BELL, SHERRY MEE, COLES, JEREMY T.2 |
| Source: | Studies in Art Education. Fall2015, Vol. 57 Issue 1, p6-20. 15p. |
| Subject Terms: | *Art teachers, *Preparedness, *Art education research, *Students with disabilities, *Preschool education, *Teaching methods research |
| Abstract: | Researchers examined, via an online survey, the perceived preparedness and knowledge of instructional practices of 77 preK-12 art teachers to meet the needs of students with physical, visual, severe, and multiple disabilities (PVSMD) in art classrooms. Results indicated that art teachers feel far less prepared (based on percentage of those reporting extremely extensive or somewhat extensive knowledge) to work with students with PVSMD than students without disabilities: 29.87% compared to 90.91% for understanding characteristics and needs of students, 25.97% compared to 93.51% on promoting enriching experiences, 25.68% compared to 81.82% for assessment strategies, and 18.18% compared to 84.82% for behavioral strategies. Teachers who taught 21 or more students with PVSMD reported significantly higher levels of knowledge than those who taught fewer students with disabilities [p < .05). Indications call for further preparation in knowledge of enriching experiences, assessment, and behavior management. Implications for art classroom teaching and art teacher preparation are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Researchers examined, via an online survey, the perceived preparedness and knowledge of instructional practices of 77 preK-12 art teachers to meet the needs of students with physical, visual, severe, and multiple disabilities (PVSMD) in art classrooms. Results indicated that art teachers feel far less prepared (based on percentage of those reporting extremely extensive or somewhat extensive knowledge) to work with students with PVSMD than students without disabilities: 29.87% compared to 90.91% for understanding characteristics and needs of students, 25.97% compared to 93.51% on promoting enriching experiences, 25.68% compared to 81.82% for assessment strategies, and 18.18% compared to 84.82% for behavioral strategies. Teachers who taught 21 or more students with PVSMD reported significantly higher levels of knowledge than those who taught fewer students with disabilities [p < .05). Indications call for further preparation in knowledge of enriching experiences, assessment, and behavior management. Implications for art classroom teaching and art teacher preparation are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00393541 |
| DOI: | 10.1080/00393541.2015.11666279 |
