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Recommendations for families, art teachers of students with autism and art teacher preparation are provided.įrom concerns about an ‘autism epidemic’ to the MMR vaccine crisis, autism is a source of peculiar fascination in the contemporary media. This study offers a paradigm for inclusive art education that operates within the social model of dis/ability and considers strategies for full inclusion with art curriculum and art materials. It is shown that art functions as communication and a way of connecting to the world around them, acting as a form of literacy through the visual text of their artwork. In the examination of these adolescents' experiences the engagement with art making and the role of art in the lives of these artists is explored. These perceptions included varying ideas of competence, ability and struggle associated with an identity as 'autistic'. This study revealed the perceptions of stakeholders about art and autism that informed the access these adolescent artists had to art education and art materials. This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage in art making across multiple art education contexts.
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