Identifying Learning Concepts in Art Activities: Teaching Strategies for Inclusive Group Learning

References

• Adams, R., Reiss, B., & Serlin, D. (2015). Disability. In R. Adams, B. Reiss, & D. Serlin (Eds.), Keywords for disability studies (pp. 5–11). University Press.
   Google Scholar
• Anderson, F. E. (1992). Art for all the children: Approaches to art therapy for children with disabilities. Charles C Thomas Publisher.
   Google Scholar
• APA. (2013). DSM-5: Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
   Google Scholar
• Barnes, C., Mercer, G., & Shakespeare, T. (1999). Exploring disability: A sociological introduction. Polity Press.
   Google Scholar
• Bickenbach, J. E., Chatterji, S., Badley, E. M., & Üstün, T. B. (1999). Models of disablement, universalism and the international classification of impairments, disabilities and handicaps. Social Science & Medicine, 48(9), 1173–1187. https://doi.org/10.1016/S0277-9536(98)00441-9
   PubMed Web of Science ®Google Scholar
• Bickenbach, J. E., & Cieza, A. (2011). The prospects for universal disability law and social policy. Journal of Accessibility and Design for All, 1(1), 23–37. https://doi.org/10.17411/jacces.v1i1.79
   Google Scholar
• Eisenhauer, J. (2007). Just looking and staring back: Challenging ableism through disability performance art. Studies in Art Education, 49(1), 7–22. http://doi.org/10.1080/00393541.2007.11518721
   Google Scholar
• Eisner, E. W. (1972). Educating artistic vision. Macmillan.
   Google Scholar
• Flick, U. (2007). Designing qualitative research. Sage.
   Google Scholar
• Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(6), 214–219. https://doi.org/10.1111/1467-8721.00152
   Web of Science ®Google Scholar
• Hickey Moody, A. (2015). Cultural territories of inclusive education. In K. Hatton (Ed.), Towards an inclusive arts education (pp. 39–58). Institute of Education Press.
   Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Ho, K. (2010). Mural painting as inclusive art learning experience. Teaching Artist Journal, 8(2), 67–76. https://doi.org/10.1080/15411791003618514
   Google Scholar
• Ikeda, S. (2018). Formative activities for children with profound intellectual and multiple disabilities: Instructional theories for improving quality of life. Earth Kyoikushinsha.
   Google Scholar
• Ikeda, S., Kodama, M., & Takahashi, T. (2017). National survey on implementation realities of art education at special needs schools. Journal for the Association of Art Education, 38, 45–59. https://doi.org/10.24455/aaej.38.0_45
   Google Scholar
• Kallio-Tavin, M. (2015). Representation of art as an ethical and political act. Nordic Journal of Art and Research, 4(2). https://doi.org/10.7577/if.v4i2.1540
   Google Scholar
• Kallio-Tavin, M. (2020). Disability studies as a site of knowledge in art education. International Journal of Education Through Art, 16(1), 3–11. https://doi.org/10.1386/eta_00013_2
   Web of Science ®Google Scholar
• Kawakita, J. (1967). A method of idea: Toward creative development. Chuokoron- Shinsha.
   Google Scholar
• Kraft, M., & Keifer-Boyd, K. (2013). Including difference: A communitarian approach to art education in the least restrictive environment. National Art Education Association.
   Google Scholar
• Kunzmann, U., Kupperbusch, C. S., & Levenson, R. W. (2005). Behavioral inhibition and amplification during emotional arousal: A comparison of two age groups. Psychology and Aging, 20(1), 144–158. https://doi.org/10.1037/0882-7974.20.1.144
   PubMed Web of Science ®Google Scholar
• Lakoff, G. (1987). Women, fire and dangerous things: What categories reveal about the mind. University of Chicago Press.
   Google Scholar
• MacLean, J. (2008). The art of inclusion. Canadian Review of Art Education: Research and Issues, 35, 75–98.
   Google Scholar
• MEXT (Ministry of Education, Culture, Sports, Science and Technology). (2017) . Instructional guidelines and curriculum guidelines. Nihon Bunkyo Shuppan.
   Google Scholar
• Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–436. https://doi.org/10.1037/0022-0663.85.3.424
   Web of Science ®Google Scholar
• Moriyama, J., Mamiya, K., Ichihara, Y., & Kuroiwa, M. (2009). Causal relations concerned with persons’ attachment to their products in technology education. Hyogo University of Teacher Education Journal, 35, 133–138.
   Google Scholar
• Nind, M. (2009). Promoting the emotional well-being of people with profound and multiple intellectual disabilities: A holistic approach through intensive interaction. In J. Pawlyn & S. Carnaby (Eds.), Profound intellectual and multiple disabilities: Nursing complex needs (pp. 62–77). Blackwell Publishing.
   Google Scholar
• Nind, M., & Hewett, D. (2005). Access to communication: Developing the basics of communication with people with severe learning difficulties through intensive interaction (2nd ed.). David Fulton Publishers.
   Google Scholar
• Reed, S. E. (1996). Encountering the world: Toward an ecological psychology. Oxford University Press.
   Google Scholar
• Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and Childhood Schizophrenia, 8(2), 139–161. https://doi.org/10.1007/BF01537863
   PubMedGoogle Scholar
• Swain, J., & French, S. (2000). Towards an affirmation model of disability. Disability & Society, 15(4), 569–582. https://doi.org/10.1080/09687590050058189
   Web of Science ®Google Scholar
• Tannai, M., & Mine, K. (2013). A discussion of formative factors of attachment in craft education. Journal for the Association of Art Education, 34, 347–355. https://doi.org/10.24455/aaej.34.0_347
   Google Scholar
• UNESCO. (1994). Final report: World conference on special needs education: Access and quality. Retrieved from UNESDOC Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000110753?posInSet=4&queryId=N-EXPLORE-0893f72d-04f8-4a76-a398-77850fcf68f2
   Google Scholar
• UNESCO. (2001). Open file on inclusive education: Support materials for managers and administrators. Retrieved from UNESDOC Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000125237
   Google Scholar
• UNESCO. (2015). Education 2030: Towards inclusive and equitable quality education and lifelong learning. Retrieved from UNESDOC Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000233137
   Google Scholar
• United Nations. (2006). Convention on the rights of persons with disabilities. Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Weare, K. (2004). Developing the emotionally literate school. Paul Chapman.
   Google Scholar
• Zola, I. K. (1982). Missing pieces: A chronicle of living with a disability. Temple University Press.
   Google Scholar
• Zola, I. K. (1988). Aging and disability: Toward a unifying agenda. Educational Gerontology: An International Quarterly, 14(5), 365–387. https://doi.org/10.1080/0380127880140503
   Web of Science ®Google Scholar
• Zola, I. K. (1989). Toward the necessary universalizing of a disability policy. The Milbank Quarterly, 67, 401–428. https://doi.org/10.2307/3350151
   PubMed Web of Science ®Google Scholar