Art for the exceptional child: Rapidly expanding job opportunities

Abstract

There are several forces expanding job opportunities. Increased sophistication in schools and clinics in identifying exceptional children (Reitan & Davison, 1974) and the current trend to mainstream exceptional children (i.e., place them in regular classrooms) mean that many more art therapists and art teachers will have exceptional children in their art programs. More significant, however, is that as of this writing every state, with the single exception of Ohio, has mandated the right to a free public education for, and suitable to the needs of all children, including the handicapped (Allrutz, 1974). Hundreds of thousands of children with mental, physical, learning, emotional and multiple handicaps are going to public school for the first time. In addition, in December of this year, President Ford approved a new federal law stipulating that all handicapped children will have access to a free and appropriate public education, which emphasizes special education and related services i.e., an education geared to their unique needs (A.P.A. Monitor, 1976). For the first time, the federal government will provide major federal aid for the cost of educating the handicapped child which is, by the way, almost double the cost of educating the non-handicapped child. In the past, most of this economic burden fell on parents. Now, however, the states must make the effort to educate handicapped children either in public school classes with nonhandicapped children, or, if the handicap is too severe, the state, aided with federal money and at no cost to the parents, must provide special education classes and services for the child. It is estimated that when the program’ is in full effect the federal government will be contributing about three billion dollars annually toward educating handicapped children (A.P.A. Monitor, 1976). Presently, one out of ten (One Out of Ten, 1974), or about eight million, school-aged children are handicapped (A.P.A. Monitor, 1976). This high percentage does not include the more than four million academically or artistically gifted children or those disadvantaged by social or economic problems (Anderson, 1974). While, as of 1974, fewer than 40 percent of these children were enrolled in public or special schools (One Out of Ten, 1974), the new federal and state laws and monies should raise this percentage significantly. Parents all over the United States are demanding and getting equal, appropriate, and the least restrictive possible education for their exceptional chil-