Increasing Meaningful Participation in Art Education for Students With Physical Disabilities and Multiple Disabilities Through Collaboration,Individualized Adaptations,and Assistive Technology

Begeske J. Lory C. David M. Rispoli M. (2023). Teacher education and students with disabilities in art class: A program evaluation. Arts Education Policy Review, 124(1), 48–60.

Bouck E. Park J. Nickell B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60, 24–36. https://doi.org/10.1016/j.ridd.2016.11.006

Brown M. J. (2017). Use of weighted pencils to improve handwriting legibility. Journal of Occupational Therapy, Schools & Early Intervention, 10(1), 52–68. https://doi.org/10.1080/19411243.2016.1273160

Burdick C. Causton-Theoharis J. (2012). Creating effective paraprofessional support in the inclusive art classroom. Art Education, 65(6), 33–37. https://doi.org/10.1080/00043125.2012.11519198

Coleman M. B. (2012). Technology spotlight: Art adaptations for students with physical disabilities. Newsletter of the Division for Physical and Health Disabilities, 30(2), 14–22.

Coleman M. B. Cramer E. S. (2015). Creating meaningful art experiences with assistive technology for students with physical, visual, severe, and multiple disabilities. Art Education, 68(2), 6–13.

Coleman M. B. Cramer E. S. Park Y. Bell S. M. (2015). Art educators’ use of adaptations, assistive technology, and special education supports for students with physical, visual, severe, and multiple disabilities. Journal of Developmental and Physical Disabilities, 27, 637–660. https://doi.org/10.1007/s10882-015-9440-6

Coleman M. B. Smith C. C. (2023). Supporting academic learning for students with low-incidence intellectual and developmental disabilities. In Colarusso R. P. O’Rourke C. M. Leontovich M. Houchins D. E. Flores M. (Eds.), Special Education for ALL teachers (8th ed.) Kendall-Hunt.

Cramer E. S. Coleman M. B. Park Y. Bell S. M. Cole J. T. (2015). Art educators’ knowledge and preparedness for teaching students who have physical, visual, severe, and multiple disabilities. Studies in Art Education, 57(1), 6–20.

Davidoff B. E. (2017). AAC with energy—Earlier: Research shows that children with communication challenges do best when introduced to augmentative and alternative communication as early as 12 months. The ASHA Leader, 22(1), 48–53. https://doi.org/10.1044/leader.FTR2.22012017.48

DeCoste D. C. Bowser M. G. (2020). The evolving landscape of assistive technology in K-12 settings. Assistive Technology Outcomes and Benefits, 14, 94–110.

Derby J. (2016). Confronting ableism: Disability studies pedagogy in preservice art education. Studies in Art Education: A Journal of Issues and Research in Art Education, 57(2), 102–119. https://doi.org/10.1080/00393541.2016.1133191

Finnerty M. S. Jackson L. B. Ostergren R. (2019). Adaptations in general education classrooms for students with severe disabilities: Access, progress assessment, and sustained use. Research and Practice for Persons With Severe Disabilities, 44(2), 87–102. https://doi.org/10.1177/1540796919846424

Fisher D. Frey N. Kroener J. (2013). High-quality supports for students with disabilities. Principal Leadership, 14(3), 56–59.

Gonzalez-Dolginko B. (2018). Status report on art therapists in public schools: Employment and legislative realities. Art Therapy: Journal of the American Art Therapy Association, 35(1), 19–24. https://doi.org/10.1080/07421656.2018.1459116

Gourvennec A. F. Solheim O. J. Foldnes N. Uppstad P. H. McTigue E. M. (2024). Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes. Journal of Educational Change, 25(1), 71–102. https://doi.org/10.1007/s10833-022-09472-4

Gross K. M. (2022). The state of inclusion: Illinois visual art teacher’s preparedness, support, and pedagogical practices for working with students with disabilities. Journal for the Arts and Special Education, 2, 27–43.

Guay D. (2003). Paraeducators in the art classrooms: Issues of culture, leadership and special needs. Studies in Art Education, 45(1), 20–39.

Guay D. M. (2010). Collaboration constraints, and considerations: The paraeducator and students on the autism spectrum. In Gerber B. L. Kellman J. (Eds.), Understanding students with autism through art (pp. 112–133). National Art Education Association.

Guay D. M. (2024). Clarifying roles for paraeducators in the art room. In Gerber B. L. Guay D. M. Burnette J. (Eds.), Reaching and teaching students with special needs through art (2nd ed., pp. 261–280). Routledge.

Guedes L. Balasuriya S. Sitbon L. Landoni M. (2023). Artistic fusion: Exploring the potential of AI-generated artwork in enabling creative expression with people with intellectual disabilities. In Proceedings of the 35th Australian Computer-Human Interaction Conference (pp. 648–656). Association for Computing Machinery.

Harvey S. Loesl S. (2022). Adaptations for success in music and visual arts for students with learning differences. Journal for the Arts and Special Education, 2, 7–26.

The John F. Kennedy Center for the Performing Arts. (2014). Students with disabilities and the core art standards: Guiding principles for teachers. https://www.kennedy-center.org/globalassets/education/networks-conferences–research/research–resources/vsa-resources/parents-and-educators/guidingprinciples2014.pdf

Joyce J. Harrison J. R. Gitomer D. H. (2018). Modifications and accommodations: A preliminary investigation into changes in classroom artifact quality. International Journal of Inclusive Education, 24(2), 181–201. https://doi.org/10.1080/13603116.2018.1453876

Kallio-Tavin M. (2017). Global trajectories of art as a human right: Operating from the margins of the art field in Russia. Art Education, 70(4), 45–47. https://doi.org/10.1080/00043125.2017.1317561

Kauffman J. M. Felder M. Ahrbeck B. Badar J. Schneiders K. (2018). Inclusion of “all” students in general education? International appeal for a more temperate approach to inclusion. Journal of International Special Needs Education, 21(2), 1–10.

Krishnan S. (2024). Key factors influencing inclusive placement decisions of students with extensive support needs. Research & Practice for Persons with Severe Disabilities, 49(3), 174–189. https://doi.org/10.1177/15407969241247814

Kuntz E. M. Carter E. W. (2019). Review of interventions supporting secondary students with intellectual disability in general education classes. Research and Practice for Persons With Severe Disabilities, 44(2), 103–121. https://doi.org/10.1177/1540796919847483

Kurth J. Gross M. Lovinger S. (2012). Grading students with significant disabilities in inclusive settings: Teacher perspectives. Journal of the International Association of Special Education, 13(1), 41–57.

La Porte A. M. Whiteland S . (2017). Differently-abled adults exercise their rights to creativity and inclusion. Art Education, 70(4), 41–44. https://doi.org/10.1080/00043125.2017.1317559

Loesl S. D. (2017). Consideration and implementation of assistive technology strategies through collaboration between arts and special educators. In Burnette J. (Ed.), VSA intersections: Arts and special education (pp. 22–33). The John F. Kennedy Center.

Loesl S. D. (2024a). Accessible art: How to unleash creativity in students and teachers. District Administration. https://districtadministration.com/opinion/accessible-art-how-to-unleash-creativity-in-students-and-teachers/

Loesl S. D. (2024b). Students with physical disabilities. In Gerber B. L. Guay D. M. Burnetter J. (Eds.), Reaching and teaching students with special needs through art (pp. 147–168). Routledge.

McConomy M. A. Root J. Wade T. (2022). Using task analysis to support inclusion and assessment in the classroom. TEACHING Exceptional Children, 54(6), 414–422. https://doi.org/10.1177/00400599211025565

Mechling L. C. (2006). Comparison of the effects of three approaches on the frequency of stimulus activations, via a single switch, by students with profound intellectual disabilities. The Journal of Special Education, 40(2), 94–102. https://doi.org/10.1177/00224669060400020501

Meisel J. (2024). Co-active movement and hand-under-hand guidance. Council for Exceptional Children’s Teacher Resource Repository. https://exceptionalchildren.org/teacher-resources/other/hand-under-hand-guidance-and-co-active-movement

Pickard B. (2021). Undergraduate creative arts students’ perceptions and attitudes toward disability: Advancing a critical disability studies informed curriculum. Art, Design & Communication in Higher Education, 20(2), 141–161. https://doi.org/10.1386/adch_00036_1

Rege D. S. (2025). Art education for students with disabilities: Fostering creativity, inclusion, and development: A comprehensive study. International Journal of Current Research and Techniques, 15(1), 50438–50441. https://doi.org/10.61359/2024050053

Smith C. C. Coleman M. B. (2023). Students with low-incidence intellectual and developmental disabilities. In Colarusso R. P. O’Rourke C. M. Leontovich M. Houchins D. E. Flores M. (Eds.), Special Education for ALL teachers (8th ed.) Kendall-Hunt.

Smith M. M. (2019). Innovations for supporting communication: Opportunities and challenges for people with complex communication needs. Folia Phoniatrica et Logopaedica, 71(4), 156–167. https://doi.org/10.1159/000496729

State Education Agency Directors of Arts Education. (2014). National Core Art Standards. https://www.nationalartsstandards.org/

Taylor M. (2005). Self-identity and the arts education of disabled young people. Disability & Society, 20(7), 763–778. https://doi.org/10.1080/09687590500335782

Urbani J. M. LePage P. Watson-Alvarado S. (2024). Building and sustaining a collaborative educational team: Teachers and paraprofessionals. TEACHING Exceptional Children, 57(1), 6–13. https://doi.org/10.1177/00400599241231215

Wehmeyer M. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19), Article 7121. https://doi.org/10.3390/ijerph17197121

Wehmeyer M. L. Shogren K. A. (2016). Self-determination and choice. In Singh N. (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities. evidence-based practices in behavioral health (pp. 561–584). Springer. https://doi.org/10.1007/978-3-319-26583-4_21