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Inclusive classrooms are a standard in education, with students who have learning disabilities mainstreamed into general education classes, including the fine arts. Little information regarding how a student with learning disabilities performs in an academic classroom is available to educators, and most of what is available is compiled through these psycho-educational tests. As these tests are not art-specific in nature, art educators need to make their own inferences and connections about the student''s cognitive abilities and how they will affect the student''s experience in art. Few studies have been done on the performance of students with learning disabilities in art classes. Rarely have studies used student interviews that focus on their own perceptions of the contributing factors for their own success or lack of success in the visual arts. This study addresses this apparent gap, asking the students directly, "What factors contribute to the success of a student with a learning disability in art class?"