Abstract
The study was conducted among students with developmental disabilities at three institutions in Split, Croatia. A total of 32 students a ged f rom 1 7 t o 21 participated in the study. A qualitative study employing the method of aesthetic transfer was conducted, aiming to encourage students to react, and to recognize differences between their reactions. The students communicated with the artworks of the modern painter Joan Miró. The research has shown that observing artworks as part of visual arts activity in institutions involving students with developmental disabilities fulfills its purpose, because a structured method for observing artwork served to self-activate students to assess their own competences and competences in visual arts expression.
Highlights
The typical characteristics of most people with cerebral palsy (CP), intellectual disabilities (ID) and autism spectrum disorder (ASD) include disorders of communication, socialization and adaptability (Bax, 1964; Bax 2005; DSMV 2014; Grant & Nozyce, 2013), along with sensory disintegration (Ayers, 2002; Biel & Peske, 2007)
What connects all students with developmental disabilities are the personalized strategies and approaches in educational work linked with many visual arts education activities (VAEA) since early and pre-school education
The unnamed work by Joan Miró which we showed to the students was called “The Garden” for easier communication
Summary
The typical characteristics of most people with cerebral palsy (CP), intellectual disabilities (ID) and autism spectrum disorder (ASD) include disorders of communication, socialization and adaptability (Bax, 1964; Bax 2005; DSMV 2014; Grant & Nozyce, 2013), along with sensory disintegration (Ayers, 2002; Biel & Peske, 2007). What connects all students with developmental disabilities are the personalized strategies and approaches in educational work linked with many visual arts education activities (VAEA) since early and pre-school education. VAEA are precisely the foundations and incentives for acquiring other knowledge and skills, especially in the fields of fine motor skills, reading and writing. Such cases feature typifications and patterns, while the activities mechanize processes by reducing creativity, owing to automatic response to external stimuli; yet according to Halmi (2002), they produce a stock of knowledge and create the resources to interpret experience, while understanding intentions and motivations, because without the stock of knowledge and typifications, for every new experience one would have to learn from the beginning. Empirical data from Bystrova, Tokarskava & Vuković (2017) show that students with ASD have specific visual perception features that do not depend on their intelligence
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