Students with Disabilities in the Art Classroom: How Prepared Are We?

Abstract

This study of 212 randomly selected first year professional members of the National Art Education Association used a survey instrument to discover the nature and extent of preservice preparation to teach art to students with disabilities. It sought to determine how certified art teachers perceive their preparedness for teaching students with disabilities in mainstreamed, integrated art classrooms. Information obtained about the present teaching assignments of these professionals indicated the vast majority of art teachers at all levels are teaching students with disabilities. Most felt unprepared to teach integrated classes. Recommendations are made for preparing art teachers to meet the demands of today's integrated classrooms.

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