Abstract
Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 30 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the size effects of the SAE course on participants' attitudes toward Omani LSN.
Highlights
Special education witnesses great developments, and achievements in the enactment of legislation to defend the rights of the learners with special needs (LSN)
Special education is intended for developing Individualized Education Programs (IEPs) and remedial instruction of LSN who are needy for instructional programs that are compatible with their abilities, talents and needs that need to improve their life quality (Genc & Ozcan, 2017)
It can be said that the topics, teaching methods, field activities and attitudes of the course instructor included in the Special Art Education (SAE) course helped in the positive attitudes of the participants and their desire to teach the LSN in Omani special education institutions and schools
Summary
Special education witnesses great developments, and achievements in the enactment of legislation to defend the rights of the LSN. The difference between learners with and without special needs in one or more of development areas contributes to LSN's need for special programs and services They need special education services to achieve an acceptable level of self-efficacy and academic achievement (Bergen, 2013). The availability of these services reflects positively on the success of the vocational and social empowerment programs offered to the LSN in general education institutions (Al–Zoubi & Bani Abdel Rahman, 2017). These services help to enhance the culture of entrepreneurial education and business incubators for students with special disabilities in higher education institutions (Al-Kiyumi et al, 2020)
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