Examining the Shared Perceptions Surrounding the Most Important Elements to Include in the Design of a Classroom-Based Therapeutic Visual Arts Program Serving Students with Autism
College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. David Hoppey
Dr. Chris Janson
Dr. Hope Wilson
Dr. Dina Ricco
Dr. David Hoppey
Dr. Jennifer Kane
Visual art is an enriching part of educational curriculum and an individual's development (Malley & Silverstein, 2014), but public school curriculum is increasingly focusing on standardization, core subject curriculum, testing, and accountability measures leaving creative fields behind as merely an additive part of education or a resource (Hourigan, 2014). Arts education within a system focusing on these areas creates a one-size-fits-all curriculum (Wexler, 2014) for students rather than accounting for individual student learning needs. A differentiated system is needed to respond to varying learning styles and stages of development. With the rising number of students being diagnosed with autism (Zablotsky, Black, Maenner, Schieve, & Blumberg, 2015), this shift becomes especially important for a growing population of students who exhibit a wide array of academic, social, emotional, and behavioral learning needs. The integration of therapeutic visual arts into an education curriculum can account for these elements of a student's developmental and learning needs as well as the need for self and expressive exploration (Albert, 2010; Anderson, 1992; Bush, 1997; Henley, 2001).
This dissertation outlines a Q Methodological study that examined perceptions from professionals in the fields of art therapy, art education, and special education around what programmatic features should be included in a classroom-based therapeutic visual art designed for school-aged students with autism. These perceptions were collected through a Q sort of 42 item Q set. The results of the Q sort were analyzed and interpreted. From the patterns and themes that emerged from this interpretation, I developed program recommendations and implications surrounding classroom-based therapeutic visual arts programs designed for students with autism in a large public school district in the southeastern United States.
Hoppock, Laurie E., "Examining the Shared Perceptions Surrounding the Most Important Elements to Include in the Design of a Classroom-Based Therapeutic Visual Arts Program Serving Students with Autism" (2022). UNF Graduate Theses and Dissertations. 1138.
Art Education Commons, Educational Leadership Commons, Special Education and Teaching Commons