04. Inclusive Education
Paper
The Use of iPhone-Based Picture Activity Schedule to Teach Self-checkout Skills of Students with Autism
Xuan Yang1, Huang Yiyi2
1Southwest University, China, People's Republic of China; 2Southwest University，China, People's Republic of China
Presenting Author: Yang, Xuan
Students with autism have deficits in daily living skills which may seriously limit their participation in domestic and personal routines, which may, in turn, reduce their overall life quality and satisfaction ( Flynn & Healy 2012). For special education teachers and researchers, one major purpose of instruction and research is to help these students develop functional skills in community-based environments (Rowe et al., 2021). Therefore, there is a vital need to establish and evaluate teaching strategies that improve independent living skills of children with autism.
Among a set of living skills, purchasing skills are critical in daily life for middle school students with autism as they are making the transition to real world. Generally speaking, students with autism have poor performance in daily communication (Steinbrenner et al., 2020), However, for regular checkouts, the procedure involves conversation between a cashier and a shopper (greeting, asking payment method, etc.), which may be difficult for students with autism who have limited communication skills to complete. While by using self-checkout machine, they may forego communication opportunities and directly check out items by themselves. In addition, individuals with autism are commonly characterized with having difficulties understanding, recalling and using verbal information (Touchett, M. 2023). Evidence showed that students with autism are able to process visual supports more easily than auditory stimuli (Thérien et al., 2023). Picture activity schedule which utilizes a series of pictures to depict different steps of a task helped students with autism perform tasks independently. This teaching method was successfully used to teach a set of living skills for students with disabilities including students with autism such as game playing skills (Brodhead et al., 2014), shopping skills (Burckley et al., 2015), tooth brushing skills (Moran et al., 2022), ipad use (Chan et al., 2014), transition skills(Matsushita & Sonoyama, 2013) and has been demonstrated to improve generalization (Pierce & Schreibman, 1994). Picture activity schedules eliminate reliance on adult prompting and allow for independence, and therefore may be useful for improving independent purchasing skills for students with autism.
Within the field of special education, research on independent purchasing skills has primarily focused on teaching essential money skills. That is, students are provided with cash to make independent purchases.With the development of mobile technology, mobile payment is becoming a common and convenient way for people to pay when make purchases. In addition, a self-checkouts system is becoming more prominent in the retail industry, especially in supermarkets, but there is few research focusing on using mobile payment to make purchases through self-checkout system for students with disabilities, not mention to students with autism.
Given little research on teaching purchasing skills for using mobile payment through self-checkout system to middle school students with autism, the charateristics of students with autism, and the evidence of the benefits of picture activity schedule for students with autism, the purpose of the current study is to investigate the use of picture schedule delivered by an iPhone to teach self-checkout skills in the community-based grocery store to three middle school students with autism. Maintenance and generalization were also assessed for this study. The study's two research questions are as follows:
(a) What are the effects of the iPhone-based picture activity schedule on participating students' self-checkout purchasing performance as measured by a purchasing task analysis?
(b) Will participating students maintain the acquired self-checkout skills following the termination of the intervention?
Methodology, Methods, Research Instruments or Sources UsedExperimental Design
A multiple baseline design across participants was used to evaluate the functional relationship between the intervention and participants’ self-checkout performance.
Participants
Three students who have diagnosed with autism between the ages of 13 and 15 participated in the study. Participants were selected in accordance with the prerequisite skills(McClannahan & Krantz, 2010) for activity schedules.
Materials and Settings
The iPhone-based activity schedule was created through the application “Book Creator” and was used to provide cues for each step of the task analysis. Data were collected in a local supermarket “Yonghui” which is a chain supermarket in China. All sessions were video-taped.
Dependent Measure is the percentage of steps in the purchasing task analysis independently completed without any prompts.
Measurement
After each session, the researcher scored each participant’s independence level of self-checkout. Students needed to follow the sequence of the task table. If a student does not respond correctly, the researcher would provide physical prompt 5 seconds after the previously completed step. Only unprompted correct responses were marked as correct.
Procedures
Preference assessment. Before baseline, the researcher conducted a survey regarding the items participants’ parents would like them to buy.
Baseline. Students were required to select one item to checkout. No prompts or instruction were provided to participants.
Schedule probe was to measure whether participants would follow the picture schedules without additional instruction.The iPhone-based activity schedule was available, but no prompts were provided.
Intervention. The study used graduated guidance to teach the appropriate sequence of the independent purchasing behaviors. Physical and vocal promoting were used to teach the skills. The researcher opened the activity schedule and said “Let’s check out this item”. Then, a participant held the iPhone by himself and the researcher physically and vocally prompt the participant to complete each step. The session ended when each participant turned to the final page. As the participant learned the correct responses, the researcher carefully reduced the physical and vocal prompts. If the participant does not respond the schedule within 5s or make an error, the researcher used error correction procedure to return to the previous prompting procedure with full, hand-over-hand physical guidance.
No-schedule probe. This phase was identical to the baseline. The purpose was to measure responding in the absence of the activity schedules. This phase was served as a reversal within the design.
Generalization phase was to see if students could generate the obtained skills to a new Supermarket.
Conclusions, Expected Outcomes or Findings A visual analysis was conducted to evaluate the quantitative information of the graph focusing on the trend, variability, level, consistence of data patterns, the immediacy of effect and the overlap. The percentage of non-overlapping data (PND) was used to calculate the effect size of intervention.
A functional relationship was found between participants’ intervention and performance on self-checkout tasks. For all participants, appropriate self-checkout behavior did not occur during baselines or schedule sessions as they scored below 10% correct. Instead, participants engaged in off-task behaviors. For example, one participant kept staring at the red light through the item scanner, while another two participants randomly tapped the screen of the checkout machine. However, with the introduction of the iPhone-based activity schedule and the graduated guidance and vocal prompting, all participants’ performance immediately increased from 0%-10% correct during baseline to 60%-70% correct during the initial testing session of the intervention. Over the following sessions of the intervention, all students’ correct responses increased gradually and eventually achieved 100% correct on the fifth or sixth sessions. The PND was 100% for all participants and the mean correct responses were above 85% during the intervention. During the post-intervention, participants achieved 100%, 90%, 80% correct respectively. For the novel location phase, median correct response was 90% for all participants.
The second observer scored 30% of the videotaped sessions independently. The interrater reliability for the study was 100% and the overall treatment fidelity was 99%.
The study extends the research on activity schedules by demonstrating that it could be integrated with a mobile phone to promote self-checkout purchasing skills for students with autism. With the development of technology, phone-based activity schedule could be considered as a type of permanent support for students with autism in the community to improve their independent living skills and the quality of life.
ReferencesBrodhead, M. T., Higbee, T. S., Pollard, J. S., Akers, J. S., & Gerencser, K. R. (2014). The use of linked activity schedules to teach children with autism to play hide‐and‐seek. Journal of applied behavior analysis, 47(3), 645-650.
Burckley, E., Tincani, M., & Fisher, A. G. (2015). An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability.Developmental Neurorehabilitation,18(2),131-136.
Chamak, B., & Bonniau, B. (2016). Trajectories, Long-Term Outcomes and Family Experiences of 76 Adults with Autism Spectrum Disorder.Journal of Autism and Developmental Disorders,46(3), 1084–1095.
Chan, J. M., Lambdin, L., Graham, K., Fragale, C., & Davis, T. (2014). A picture-based activity schedule intervention to teach adults with mild intellectual disability to use an iPad during a leisure activity.Journal of BehavioralEducation,23(2),247-257.
Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder.Research in Autism Spectrum Disorders, 6, 431–441.
Frolli, A., Ricci, M. C., Bosco, A., Lombardi, A., Cavallaro, A., Operto, F. F., & Rega, A. (2020). Video Modeling and Social Skills Learning in ASD-HF.Children (Basel, Switzerland),7(12).
Horner, R. H., Carr, E. G., Halle, J. McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 71(2). 165-179.
Jung, S., Ousley, C. L., Mcnaughton, D., and Wolfe, P. S. (2021). The effects of technology supports on community grocery shopping skills for students with intellectual and developmental disabilities: a meta-analysis. J. Spec. Educ. 37, 351–362. doi: 10.1177/0162643421989970
McClannahan, L. E., & Krantz, P. J. (1999). Activity schedules for children with autism. Bethesda, MD: Woodbine House
Moran, K., Reeve, S. A., Reeve, K. F., DeBar, R. M., & Somers, K. (2022). Using a picture activity schedule treatment package to teach toothbrushing to children with autism spectrum disorder.Education & Treatment of Children,45(2), 145-156.
Pfeiffer, D., Holingue, C., Dillon, E., Kalb, L., Reetzke, R., & Landa, R. (2021). Parental concerns of children with ASD by age: A qualitative analysis.Research in Autism Spectrum Disorders,86, 101817.
Simoni, M., Talaptatra, D., Roberts, G., & Abdollahi, H. (2023). Let’s go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities.Psychology in the Schools, 1
04. Inclusive Education
Paper
The mathematics is MInE, a model to facilitate Moments of Inclusion and Equity
Anette Bagger1, Helena Roos2
1Dalarna University; 2Malmö University
Presenting Author: Bagger, Anette;
Roos, Helena
The pursuit of inclusion and equity in mathematics education is a multifaceted and complex endeavor fraught with intricate processes and a multilayered challenge (Kollosche et al., 2019). The strive towards inclusion and equity is highly present in policy and practice in many national educational curricula. At the same time, this goal is beset with dilemmas that permeate the mission of mathematics education to ensure equity and inclusion for all learners (Tan et al., 2019). Fundamental questions concerning the opportunities provided by teaching to access learning, is at the heart of this matter (Au, 2008; Peters & Oliver, 2009). This teaching deals with instantaneous moments where complex processes and multitudinous challenges appear (Kollosche et al., 2019). When being able to adress these challenges in the fluent, lived, and contextual teaching moments of inclusion and equity are facilitated (Roos & Bagger, 2021). Hence, the purpose of this paper is to elaborate on a theoretical model to facilitate inclusion and equity in the mathematics classroom. For this reason, the following research question have guided the work: What composes moments of inclusion and equity in the mathematics teaching in a diversity of classrooms and schools? Hence, the outcome of this paper is a model, which also is a first step into trying the model out by schools in the proceeding of the project.
Equity and inclusion in mathematics teaching
Teachers, schools, and school systems are grappling with how to secure inclusion of all students in learning and to stop the decrease in equity in mathematics between groups of learners. This decrease has been recorded in international and national evaluations, as for example PISA and TIMSS, and in Sweden, through national evaluations of school’s accountability in terms of learners results and equity. Due to this, inclusion and equity are core notions in teacher education and educational practice and there is abundance of research on inclusion and equity in the education and mathematics education research field (e.g., Zevenbergen et. al, 2002). Though, mathematics education research speaking of these core values often do it on a theoretical and philosophical level, leaving a gap in research on how to realize inclusion and equity (Roos, 2019). Common between these studies, which stem from very different perspectives and theoretical assumptions, is that it is crucial to improve the situation at hand, but also that it is not easily solved (e.g., Tan et al., 2022). This is put at the fore even more when looking at students in need of special support for their learning, which can be illustrated by the risk portfolios generated by research from several research fields. In the cognitive sciences, mathematics education and special education, mathematical learning difficulties are in itself constructed as a risk (Niemenen et al., 2023). At the same time, national evaluations contribute with illustrations of the crucial and troublesome state of inclusion and equity. Nevertheless, these are not able to provide a consistent answer on how this lack of equity and inclusion can be resolved in the lived classroom (Bagger, 2017).
In the Nordic school systems, equity and inclusion in education is and has been a challenge (Frønes et al. 2020). In this, mathematics education has a special role due to the subjects governing dispositive, which label and marginalize students (Björklund, 2017). This is even more the case regarding students in need of special support, students with foreign background and boys in the Swedish setting, since on a group level these students do not reach goals. In the case regarding students in need of special support signs of structuralised marginalisation is apparent in reports from school agencies.
Methodology, Methods, Research Instruments or Sources UsedThis paper draws on data from a two-year long and ethically approved field study with two participating compulsory schools in Sweden, the Mathematics is MInE (Mathematics education for Inclusion and Equity) project. The overall goal of the MInE project was to generate knowledge on, and develop principles for, supporting mathematics education in primary schools which facilitate equity and inclusion. We have defined inclusion and equity in mathematics teaching as: “teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate” (Bagger & Roos, 2023, p. 1). Hence, the study aims at levelling societal aspects of injustice through mathematics teaching, which represents a combination of societal and educational aspects which is largely lacking in research and education.
In the MInE project, teaching regarding inclusion and equity has been systematically investigated and developed in close collaboration with teachers. The project builds on Ainscows (2020) framework for inclusion and equity in education systems. This means that school development lies at the core of analysis and that inclusion and equity are considered as principles promoting participation for all students. The principles are understood as overarching principles which governs administration, school development and community involvement (Ainscow, 2020). Also, this model relies on the use of evidence to work with development on these three areas in the organisation of education. We advocated the Inclusion Inquiry Approach (IAA) in the data collection (Messieu & Ainscow, 2021). Therefore, data consists of teachers’ experiences from moments of inclusion and equity in their teaching out from three aspects: reflections on teaching, learning from difference and the development of teaching. This was reflected on during focus group interviews, and the analysis was thematic and anchored in the theoretical framework. Earlier findings in the project display that teachers’ professional judgment and ethical dilemmas is the core in facilitating moments of equity and inclusion, and that these are highly interrelated. Above all, moments of inclusion and equity has been shown to hold tensions on three aspects. These aspects represent common dilemmas and teachers’ professional judgement to resolve these in order to facilitate inclusion and equity in their teaching: 1) The quandaries of managing diversity and dispensing justice. 2) The challenges of resource allocation and ensuring fairness. And 3) The complexities of upholding values while recognizing and embracing diversity (Roos & Bagger, in press).
Conclusions, Expected Outcomes or FindingsTeachers’ experiences of moments of inclusion in their teaching overlapped with moments of equity, during which the focus shifted towards the teacher’s capacity or opportunity, in terms of organizational and administrative or communal routines and restrictions, to grant students access to learning. Teachers emphasized that to facilitate inclusion and equity, an attitude perquisite was to value diverse forms of knowledge and learners. Inclusion was trough this portrayed not only as a value and goal for education and schooling, but also as a practical endeavor. Both inclusion and equity relied on teachers: insights into each students’ individuality and learning needs and capacity to build trust and fostering relationships (see Bagger & Roos, 2023; Roos and Bagger, 2021; Roos & Bagger, in press).
These earlier findings are seen in the light of Ainscows (2020) framework and have been elaborated on. We right now have developed a tentative model which will be further developed in close collaboration with teachers and schools. The core elements in this model, common dilemmas and professional judgement are to be understood as complex and interrelated. To facilitate inclusion or equity, both need to be considered and explored out from the various aspects in the model. In addition, there is a need to see how for example the diversified classroom (inclusion) relates to managing diversity and the dispense of justice. The professional judgment and ethical dilemmas being in center for school development and inclusion and equity in the teaching, has been elevated into a model for exploring and better understanding how inclusion and equity works at a classroom and school level. Core aspects of professional judgement are then closely intertwined with aspects of a differentiated classroom, visions and values, and an overall teaching approach to tailor teaching to students and a learning path that suits them.
ReferencesAinscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences, Nordic Journal of Studies in Educational Policy, 6(1), 7-16.
Au, W. W. (2007). Devising inequality: a Bernsteinian analysis of high-stakes testing and social reproduction in education. British Journal of Sociology of Education, 29(6), 639-651. https://doi.org/10.1080/01425690802423312
Bagger, A. (2017). Quality and Equity in the Era of National Testing. The case of Sweden. In J. Allan & A. Artiles (Eds.), The Routledge Yearbook of Education 2017, Assessment Inequalities, (pp. 68–88). London: Routledge.
Bagger, A. & Roos, H. (2023). Moments of Inclusion and Equity in the Mathematics Classroom. Abstract presented at ECER 2023 in Glasgow.
Björklund, L. B. (2017). Assessment in mathematics education: A gatekeeping dispositive. In H. Straehler-Pohl, N. Bohlmann & A. Pais (Eds.), The disorder of mathematics education. Challenging the sociopolitical dimensions of research (pp. 209-230). Springer. DOI 10.1007/978-3-319-34006-7_13
Frønes, Pettersen, A., Radisić, J., & Buchholtz, N. (2020). Equity, Equality and Diversity in the Nordic Model of Education. Springer Nature. https://doi.org/10.1007/978-3-030-61648-9
Kolloshe, D., Marcone, R., Knigge, M., Gody Penteado, M., & Skovsmose, O. (2019). Inclusive mathematics education. State-of-the-art research from Brazil and Germany. Cham: Springer.
Messiou, & Ainscow, M. (2020). Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46(3), 670– 687. https://doi.org/10.1002/berj.3602
Nieminen, J., Bagger, A. & Allan, J. (2023). Discourses of risk and hope in research on mathematical learning difficulties. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-022-10204-x
Peters, S. & Oliver, L. A. (2009). Achieving Quality and Equity through Inclusive Education in an Era of High- Stakes Testing. Prospects: Quarterly Review of Comparative Education, 39(3), 265-279. 10.1007/s11125-009-9116-z
Roos, H. (2019). Inclusion in mathematics education: An ideology, a way of teaching, or both? Educational Studies in Mathematics Education, 100(1), 25–41. https://doi.org/10.1007/s10649-018-9854-z
Roos, H. & Bagger, A. (in press). Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching. ZDM
Roos, H. & Bagger, A. (2021). Developing mathematics education promoting equity and inclusion: Is it possible? In: David Kolloshe (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference Volumes 1-3 (pp. 223-226).
Tan, P., Lambert, R., Padilla, A., & Wieman, R. (2019). A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior 54 https://doi.org/10.1016/j.jmathb.2018.09.001
Zevenbergen, R., & Ortiz-Franco, L. (2002). Equity and mathematics education. Mathematics Education Research Journal, 14(3), 151-153.
04. Inclusive Education
Paper
Breaking Barriers: A Study on Integrating Disability Art into Art Education in Cyprus
Rafaella Miltiadous, Simoni Symeonidou
University of Cyprus, Cyprus
Presenting Author: Miltiadous, Rafaella
This study aimed to understand how art education teachers and fine arts students based in the Republic of Cyprus (hereafter Cyprus) think about disability issues and whether they can conceptualise disability as a complex issue that is constructed by the society and personal experience. Situated within the theoretical underpinnings of Inclusive Education, the study draws inspiration from scholarly perspectives such as Disability Studies and Disability Studies in Art Education (DSAE) and Disability Arts Movement also contributed in the conceptualization of the study. Utilizing the social model within Disability Studies,our objective is to scrutinize and critique prevalent ableist paradigms of thought. Additionally, a primary focus is directed towards the appreciation and validation of personal experiences of disability, a perspective inherently shaped by feminist approach (Morris, 1991; Oliver, 2013). DSAE converge Disability Studies in exploring disability, prioritizing perspectives and fostering social justice; DSAE rejects the medical model and emphasizes inclusion, while Art Education centrally concerns itself with respectful integration of people with disabilities in the curriculum (Wexler, 2009). The Disability Art Movement actively promotes the recognition and celebration of disabled artists, challenging societal norms and fostering inclusion. These components provide a solid framework for comprehending, questioning, and transforming perspectives of disability within academic and artistic realms (Swain & French, 2008).
It is widely acknowledged that Cypriot society tends to perceive disability through an individualized lens, resulting in the marginalization and disregard of research findings related to disability due to prevailing stereotypes (Phtiaka, 1997). These stereotypes, coupled with the stigmatization of individuals with disabilities, have become deeply ingrained societal perceptions, perpetuated by ignorance and a lack of comprehensive knowledge about disability issues.
The National Curriculum (NC) in Cyprus is a critical domain influencing understanding of disability issues. Most national curricula inadequately addresses disability, overlooking or misrepresenting key facets (Barnes, Oliver, and Barton, 2014; Symeonidou, 2018). Notably, it disregards the identities and experiences of students with disabilities (Erevelles, 2005; Ware, 2008) and inadvertently endorses pedagogical practices that perpetuate social discrimination across multiple strata (Apple, 2008; Damianidou & Phtiaka, 2018).
A significant challenge lies in the absence of Disability Studies in Art Education within the framework of the National Curriculum, consequently omitting the integration of works and experiences of artists with disabilities into the educational milieu, alongside societal stereotypes. To address this issue, there is a pressing need for the inclusion of Disability Studies in Art Education in the curriculum (Wexler, 2009; Yi, 2018). This integration would provide students, educators, and the broader social context with a nuanced understanding of the concept and personal dimensions of disability, primarily through the contributions of artists actively promoting positive disability identities through their artistic endeavors (Yi, 2018).
A noteworthy deficiency within the educational system is the lack of professional development for Art Education teachers in Disability Studies in Art Education, which would prove beneficial in the context of Visual Arts. Such professional development activities would facilitate the integration of experiences of artists with disabilities into the curriculum, which would contribute in challenging stereotypes and misconceptions about disability. Such an approach would convey essential messages to children regarding equal rights, irrespective of sexuality, race, gender, and disability, thus elevating these issues within the Cypriot context (Goodley et al., 2019).
Within this context, the research questions of the study was: How do Art Education teachers and Fine Arts students think about disability? How can a professional development program based on Disability Studies in Art Education shape their understanding of disability? In this paper, the findings for the second research question will be presented.
Methodology, Methods, Research Instruments or Sources UsedA case study was designed to explore the experiences of art education teachers and fine arts students in Cyprus, encompassing a diverse cohort, inclusive of individuals with and without disabilities. Informed consent from all participants and transparent disclosure of data storage and handling protocols (Braun, & Clarke, 2006; Saldana, 2013). The research design was rooted in a nuanced acknowledgment of the inherent intersectionality within human identities, showcasing a keen awareness of the multifaceted nature of participants' diverse identities.
Primary data collection methods centered on carefully conducted audio-taped discussions within focus groups. These sessions were meticulously structured to explore various artistic expressions, incorporating artworks, biographies, interviews, and videos portraying the personal experiences of artists with disabilities presented as vignettes. The focus group themes were strategically crafted to foster discourse on personal experiences related to disability and teaching, the formation of identity, social barriers, engagement with the Disability Art Movement, ableism/disablism, and prevailing stereotypes and stigmatization within the Cypriot societal context. In addition to the focus groups, the research integrated audio-taped semi-structured interviews conducted both before and after the focus group sessions. These interviews, along with the researcher's diary/sketchbook and artifacts co-created during the focus group discussions, collectively formed a rich dataset for comprehensive analysis.
Α content analysis approach was followed, utilizing a preliminary open coding procedure in strict adherence to methodological guidelines (Saldana, 2013; Αdu, 2019). This method began by establishing an overarching understanding of the data content, systematically enumerating salient points. Subsequent stages involved iterative readings of the data to refine and finalize the coding scheme, addressing key issues related to the Didactics of Art, initial teacher education, teaching methodologies, conceptualizations of disability, and opinions concerning the approaches advocated by the national curriculum. To ensure analysis reliability, 10% of the data underwent independent review by two researchers to ascertain inter-coder consistency (Braun, & Clarke, 2006; Saldana, 2013; Αdu, 2019).
The use of ATLAS.ti software facilitated a systematic and comprehensive exploration of emergent themes and patterns. Eventually, the identification of nuanced insights into participants' perspectives on art education, disability, and societal perceptions within the specific context of Cyprus was achieved.
Conclusions, Expected Outcomes or FindingsThe study has significantly shaped participants' perceptions through the lenses of Disability Studies and Disability Studies in Art Education, using artworks by artists with disabilities to stimulate transformative dialogue. The theoretical, practical, political, and methodological implications highlight the profound impact on advancing the discourse surrounding disability identity in Greek Cypriot society.
The findings support the argument that inclusive education can be understood and implemented through the lens of personal experiences of disability depicted in disability arts. Contemporary art practices, particularly the works of artists like Yayoi Kusama, played a crucial role in education by fostering positive identities that challenge societal stereotypes. Participants approached disability from a social model perspective, recognizing the significance of personal experiences in understanding disability (Kusama 2011, 2015). For example, the exploration of Kusama's 'Infinity Mirrored Room' prompted discussions that deepened art teachers' and fine art students' understanding of disability art produced by artists with mental health problems. The presentation will include more examples of how particular works of art and artists’ biographies informed the participants’ perceptions about disability and art education.
The implications of these findings are significant for international teacher education and curriculum development. In teacher education, there is a compelling need to enrich the Didactics of Art Education with disability art, examining it not only from an artistic perspective but also through the lens of personal experiences of disability. This approach contributes to a focus on people with disabilities, emphasizing their personal experiences. Regarding the national curriculum, it is imperative to integrate disability art alongside other artworks, avoiding fragmentation and ensuring it is woven into the Didactics of various subjects, including Art Education. The goal is to engage children in disability-related issues and experiences, moving away from portraying people with disabilities solely as admirable figures for their achievements, as commonly seen in existing practices.
ReferencesApple, M. W. (2008). Is deliberative democracy enough in teacher education? In Cochran-Smith M., Feiman-Nemser S., Mclntyre D. J. (Eds.), Handbook of research on teacher education. Third Edition (pp. 104-110).NY: Routledge.
Adu, P. (2019). A step-by-step guide to qualitative data coding. Abingdon, Oxon: Routledge.
Barnes, C., Oliver, M. & Barton, L. (2014). Disability Studies Today. Cambridge, United Kingdom: Polity Publisher.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Oxfordshire: Routledge.
Damianidou, E., & Phtiaka, H. (2018). Implementing inclusion in disabling settings: The role of teachers’ attitudes and practices. International Journal of Inclusive Education, 22(10), 1078-1092.
Erevelles, N. (2005). Understanding curriculum as normalizing text: disability studies meet curriculum theory, Journal of Curriculum Studies, 37(4), 421-439, DOI: 10.1080/0022027032000276970
Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for Critical Disability Studies. Disability & Society, 34(6), 972-997. doi: 10.1080/09687599.2019.1566889
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Morris, J. (1991). Pride against prejudice: Transforming attitudes to disability. New Society.
Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024-1026.
Phtiaka, H. (1997) Special kids for special treatment? How special do you need to be to find yourself in a special school? London: Falmer Press
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed). SAGE: Los Angeles.
Symeonidou, S. (2018) Disability, the Arts and the Curriculum: Is There Common Ground? European Journal of Special Needs Education, 34(1): 50–65. Doi:10.1080/08856257.2018.1435012.
Swain, J., & French, S. (2008). Disability on equal terms. Los Angeles, Sage Publications.
Ware, L. (2008). Worlds remade: inclusion through engagement with disability art, International Journal of Inclusive Education, 12 (5-6), 563-583, DOI: 10.1080/13603110802377615
Wexler, A. J. (2009). Art and disability: The social and political struggles facing education. New York, NY: Palgrave Macmillan.
Yi, C. (2018). Res(crip)ting art therapy: Disability culture and art as a social justice intervention. In S. Talwar (Ed.), Art therapy for social justice: Radical intersections (pp. 161–177). Routledge.
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