Children with Disabilities: Constructing Metaphors and Meanings through Art

Autor/in	Saldaña, Claudia
Titel	Children with Disabilities: Constructing Metaphors and Meanings through Art
Quelle	In: International Journal of Special Education, 31 (2016) 1, S.88-96 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Qualitative Research; Disabilities; Art Activities; Teacher Attitudes; Responses; Teaching Methods; Music; Teacher Student Relationship; Semiotics; Phenomenology; Ethnography; Child Care Centers; Interviews; Preschool Teachers; Observation + Suchen Sie Ihr Suchwort? Qualitative Forschung; Handicap; Behinderung; Künstlerische Tätigkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Musik; Teacher student relationships; Lehrer-Schüler-Beziehung; Semiotik; Phenomenological psychology; Phänomenologie; Psychologie; Ethnografie; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Interviewing; Interviewtechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung
Abstract	The aim of this qualitative study is to explore how art, as a semiotic tool, transforms children with disabilities. To achieve this purpose, one must listen to the voices of teachers and childcare workers in the field of special education. The study's preliminary findings found three main categories through data analysis: 1) Teachers' perceptions of art; 2) How children with disabilities respond to art; and 3) Teaching practices through art. These findings show that children with disabilities can establish a connection with teachers through music. With music practices, teachers become aware of what the child wants to express, and of what the child is learning and developing. The study further shows the importance to understand how children respond to art through the diverse disciplines and the development of the practice routines. In addition, the study identifies the necessity to continue researching the area of art, semiotics, and children with disabilities. (ERIC).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01