Apa format. Create an abstract.

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Qualitative Method Abstract

Coleman, Cramer, Park and Bell (2015) conducted a study to learn about art teachers’

feelings towards and use of adaptations for students with significant disabilities, such as “visual,

physical, severe and multiple disabilities” (Coleman et al., 2015, p. 643). The purpose of the

survey was to gain insight on how often and with what degree of confidence art teachers

implement supports such as personnel and assistive technology (AT) with students with the

disabilities mentioned above. The sample included seventy-seven art teachers throughout the

United States with an average of 13.5 years taught in art (Coleman et al., 2015). The teachers

surveyed represent a range of teaching levels, from preschool through high school. The results of

the survey showed that art teachers felt their knowledge and ability to efficiently utilize AT and

other planned supports was minimal (Coleman et al., 2015). Art educators also stated that there

was little collaboration with special educators as to how to best use AT with students to meet

specific needs (Coleman et al., 2015). These findings suggest that there should be better

preparation from art education training programs as well as professional development

opportunities for collaboration when it comes to finding what supports will create a more

meaningful art education for students with severe disabilities (Coleman et al., 2015).

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Quantitative Method Abstract

Riddoch and Waugh (2003) fashioned a study to find out if the presence of classical and

rock music had any effect on quality of abstract painting done by students with severe disabilities

(Riddoch & Waugh, 2003). The sample included 12 exceptional and 12 typical students from

primary schools in Western Australia, with ages ranging from 7-10. The process of the

intervention included showing students a non-representational print by an abstract artist, while

pointing out significant features such as color, brushstroke, and composition (Riddoch & Waugh,

2003). The students then created an abstract painting of their own, with no music, and repeated

the same process of instruction followed by rock music and later classical music (Riddoch &

Waugh, 2003). The researchers designed a scale to measure the quality of the students’ use of

color, composition and creativity (Riddoch & Waugh, 2003, p. 151). The results of the study

show that there is a significant decrease in the quality of the non-representational art with the

addition of rock music, and an improvement with the addition of classical music (Riddoch &

Waugh, 2003).

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References

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 & Physical Disabilities, 27,

637-660. doi:10.1007/s10882-015-9440-6

Riddoch, J. V., & Waugh, R. F. (2003). Teaching students with severe intellectual disabilities

non-representational art using a new pictorial and musical programme. Journal of

Intellectual & Developmental Disability, 28(2), 145-162.

doi:10.1080/1366825031000147085