Art Educators’ Use of Adaptations, Assistive Technology, and Special Education Supports for Students with Physical, Visual, Severe and Multiple Disabilities

Abstract

The purpose of this study was to examine art educators’ use of adaptations, including assistive technology, and their reported supports from special education personnel to meet the needs of students with physical, sensory, severe, and multiple disabilities in the art classroom. Seventy-seven P-12 art teachers responded to an online survey items consisting of perceived knowledge and preparedness and strategies and resources, including assistive technology, used in the art classroom. Results showed that (a) neither years of teaching experience nor number of students with disabilities taught were related to frequency of use of assistive technology; (b) respondents agreed/strongly agreed that it is important for students with significant disabilities to participate in artmaking (96 %); (c) in response to a list of assistive technology devices, over half reported using most of them rarely or never. Those most commonly reported were large-handled writing or painting tools, adapted scissors, and devices for stabilization; and (d) one-fourth of the respondents reported “never” working collaboratively with a special education teacher and most reported collaboration happens only “sometimes.” Findings suggest the need for more preservice and inservice preparation for art teachers to most effectively engage students with significant disabilities as well as more preparation for special education teachers and paraeducators in both collaboration and specific assistive technology expertise.