Publication Cover
Studies in Art Education
A Journal of Issues and Research
Volume 49, 2008 - Issue 3
117
Views
11
CrossRef citations to date
0
Altmetric
Articles

Paraprofessionals: Gatekeepers of Authentic Art Production

&
Pages 167-182 | Published online: 25 Nov 2015

References

  • Anderson, F. E. (1978). Art for all the children: A creative sourcebook for the impaired child. Springfield, IL: Charles C. Thomas.
  • Arnheim, R. (1983). Perceiving, thinking, forming. Art Education, 36(2), 9–11.
  • Ashbaker, B., & Morgan, J. (2001). Growing roles for teacher aids. Education Digest, 66, 60–64.
  • Bensur, B. (2002). Frustrated voices of art assessment. Art Education, 55(6), 18–23.
  • Blandy, D. (1989). Ecological and normalizing approaches to disabled students and art education. Art Education, 42(3), 7–11.
  • Blandy, D. (1991). Conceptions of disability: Toward a sociopolitical orientation to disability for art education. Studies in Art Education, 32(2), 131–144.
  • Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
  • Broer, S., Doyle, M.B., & Giangreco, M. (2005). Perspective of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415–430.
  • Brubeck, T. (1981). The arts: A great resource for disabled people. American Rehabilitation, 7, 3–6.
  • Carr, G. (1999). Adapting arts activities or success for all. Unpublished master’s thesis. St. Norbert College, De Pere, WI. ED440910.
  • Causton-Theoharis, J. N., & Malmgren, K. (2005a). Building bridges: Strategies to help paraprofessionals promote peer interaction. Teaching Exceptional Children, 37(6), 18–24.
  • Causton-Theoharis, J.N., & Malmgren, K. (2005b). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 71(4), 14.
  • Dake, D., & Caldwell, B. (2000). The changing face of art education. School Arts, 99, 2.
  • Dalke, C. (1984). There are no cows here: Art and special education-together at last. Art Education, 37(6), 6–10.
  • Dalley, T. (Ed.) (1984). Art as therapy: An introduction to the use of art as a therapeutic technique. New York: Routledge.
  • Davis, J. M., & Watson, N. (2001). Where are the children’s experiences? Analyzing social and cultural exclusion in ‘special’ and ‘mainstream’ schools. Disability & Society, 16(5), 18.
  • DeWalt, K. M., DeWalt, B. R., & Wayland, C. B. (1998). Participant observation. In H. R. Bernard (Ed.), Handbook of methods in cultural anthropology (pp. 259–299). Walnut Creek, CA: AltaMira Press.
  • Enderle, M. (2007). Accessing art: Assistive technology and students with physical disabilities. Wisconsin Assistive Technology Initiative. Retrieved 5/15/07 from http://www.wati.org/
  • Frame, C. (1992). Access to the arts through assistive technology. Young Artist Workshops, St. Norbert College, West De Pere, WI.
  • Furniss, G. (2007). Practical considerations for teaching artists with autism. School Arts, 106(9), 6.
  • Galbraith, L. (1997). Enhancing art teacher education with new technologies: Research possibilities and practices. Art Education, 50(5), 14–19.
  • Gerlach, K. (2004). Let’s team up! A checklist for paraeducators, teachers and principals. Washington, DC: National Education Association.
  • Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75–86.
  • Giangreco, M.F., & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34(7), 1–12.
  • Giangreco, M. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50–53.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
  • Gregoire, M. & Lupinetti, J. (2005). Supporting diversity through the arts. Kappa Delta Pi Record, 41(4), 159–164.
  • Guay, D. (1994). Students with disabilities in the art classroom: How prepared are we? Studies in Art Education, 36(1), 44–56.
  • 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., & Gerlach, K. (2006). Clarifying roles for paraeducators in the art room. In B. L. Gerber & D. M. Guay (Eds.), Reaching and teaching students with special needs through art (pp 189–205). Reston, VA: National Art Education Association.
  • Gude, O. (2007). Rubric for a quality art education curriculum. Spiral Art Curriculum. Retrieved June 18, 2007 from http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA02/AAEA02a.html
  • Henry, C., Banks, S., Day, M., Dunn, P., Fergus, B., Foster, L., Galbraith, L., Hatfield, T., Hansen, M., & Young, B. (1999). Standards for Art Teacher Preparation. Reston, VA: National Art Education Association.
  • Hillert, M. S. (1997). The problematic nature of art teacher’s efforts to adapt instruction for special needs students. Unpublished master’s thesis, St. Norbert College, De Pere, WI.
  • Karamanol, A., & Salley, L. (2005). Adaptive art education. School Arts, 104(5), 27.
  • Keifer-Boyd, K. & Roland, C. (2006). The future of art education. School Art, 106(2), 8.
  • Kraft, M.L. (2001). A historical/legal analysis and case study of a high school art classroom as a least restrictive environment for students experiencing disabilities. Ph.D. dissertation, Texas Tech University, United States—Texas. Retrieved September 14, 2007, from ProQuest Digital Dissertations database (Publication No. AAT 3005249). Kraft, M.L.(2004). Least restrictive environment: Policy analysis and case study of a high school art class. Visual Arts Research, 29(1), 22-35.
  • Malmgren, K., & Causton-Theoharis J. (2006). Boy in the bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20(4), 301–312.
  • Oliver, M. (1996). Understanding disability: From theory into practice. Basingstoke, England: Macmillan.
  • Pickett, A. (1989). Restructuring the schools: The role of paraprofessionals. Washington, DC: National Governors’ Association, Center for Policy Research.
  • Platt, J.M., & Janeczko, D. (1991). Adapting art instruction for students with disabilities. Teaching Exceptional Children, 24(1), 10–13.
  • Schiller, M. (1999). Access to art education: Ethical and legal perspectives. In A. L. Nyman and A. M. Jenkins (Eds.), Issues and approaches to art for students with special needs (pp. 7–16). Reston, VA: National Art Education Association.
  • Siegel, M. (2006). Reading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84(1), 13.
  • Sowers, J. (1991). Transitioning students with physical and multiple disabilities to supported employment. Journal of Vocational Rehabilitation, 1(4), 55–64.
  • Spencer, B. (1991). Eligibility/Exclusion issues in the 1990 trial state assessment. Evanston IL: Northwestern University.
  • Spencer, I. (1992). Recent approaches to art instruction in special education: A review of the literature. Retrieved 06/15/07 from the ERIC database (ERIC # ED 349724).
  • Taylor, M. (2005). Access and support in the development of a visual language: Arts education and disabled students. Disability and Society, 20(7), 763–769.
  • U.S. Department of Education. (2004). 25th annual report to Congress on the implementation of the individuals with disabilities education act, Vol 1. Washington, DC.
  • Walter, B. (2005). Winning with art. School Arts, 104(9), 48.
  • Weibe-Zederayko, M., & Ward, K. (1999). What to do when students can’t hold a pencil. Art Education, 52(4), 5.
  • Winner, E. (1996). Commentary: What drawing by atypical populations can tell us. Visual Arts Research, 22, 90–96.
  • Wolery, M., Werts, M., Caldwell, N., Snyder, E., & Liskowski, L. (1995). Experienced teachers’ perceptions of resource and supports for inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 30, 15–26.
  • Zamierowski, M. J. (1980). The integration of psychoanalytical and neurophysiological approaches into art therapy framework for the treatment of children with learning disabilities. Pratt Institute Creative Arts Therapy Review, 1, 5.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.