Please read the following information and indicate your consent to participate by checking below. There is an online version of this survey. If you would rather complete that, please go to : (http://survey.utk.edu/mrIWeb/mrIWeb.dll?I.Project=ART_DISABILITIES). If you decide to complete the print version, please mail it to: Mari Beth Coleman, A416 Bailey Education Complex, University of Tennessee, Knoxville, TN 37996-3442.
Dear Art Teacher Educator,
We are professors at The University of Tennessee. You are being asked to participate in a study to investigate art education for students with physical, visual, severe, and multiple disabilities. The purpose of this survey is to examine the perceived preparedness and instructional practices of art teachers and higher education faculty in art education for working with students who have significant disabilities. The survey will ask about your background, beliefs and instructional practices in teaching art to students with physical, visual, severe, and multiple disabilities. It is important that you answer each question carefully so that the information provided reflects your situation as accurately as possible. It will take approximately 25-30 minutes for you to complete the questionnaire.
Risks and Benefits: There are no foreseeable risks or discomforts if you agree to participate in this study. Although you are not receiving any direct benefits from your participation in this study, the knowledge produced from the study is likely to help teacher educators and curriculum developers in designing instructional programs that help art teachers better meet the needs of students with significant disabilities. While there is no monetary compensation provided for your time commitment, if you choose to provide your contact information on the last page of this survey, your name will be entered into a drawing for a $25 gift certificate to Dick Blick. One name will be drawn from the pool of respondents who provide contact information. Because the number of respondents is not known, your chances of receiving the gift certificate are unknown at this time. Multiple entries will be removed so taking the survey more than once will not increase your odds of winning. Please do not complete the survey more than one time.
Right to withdraw: Participation in this study is voluntary. You may choose not to participate at all, or you may refuse to answer certain questions by leaving them blank or checking “No answer.” You may discontinue participation in this study at any time without penalty or loss of benefits to which you are otherwise entitled.
Confidentiality: All data and results will be treated with strict confidence. Survey data will be reported in group form and individual responses will not be connected to any individual participant in any representation of findings. Your privacy will be protected to the maximum extent allowable by law. All data collected will be used only for the research project and for no other reason. On request and within these restrictions, results will be made available to you upon completion of the study.
Contact: If you have any questions concerning this research study or your participation in the study, before and after your consent, please do not hesitate to contact Dr. Mari Beth Coleman ( or 865-974-4456), Dr. E. Stephanie Cramer ( or 865-974-4255), or Dr. Sherry Mee Bell ( or 865-974-0439). If you have any questions about your rights as a subject/participant in this research, or if you feel you have been placed at risk, you can contact the Office of Research Compliance Officer at (865) 974-3466.
Sincerely,
Mari Beth Coleman, Ph.D.
Assistant Professor of Special Education
Elizabeth Stephanie Cramer, Ed.D.
Assistant Professor of Art Education
Sherry Mee Bell, Ph.D.
Associate Professor of Special Education
Department of Theory and Practice in Teacher Education
The University of Tennessee, Knoxville
Please indicate your acknowledgement and consent below:
£ I have read the above information and consent to participate in the survey. I understand my survey responses will be compiled with those of other respondents and may be used for the purposes of presentation or publication.
£ I do not want to participate in this survey.
Please mark one of the following statements:
o I work in a postsecondary setting preparing preservice art teachers who are working on a teaching degree or practicing art teachers who are pursuing a higher degree AND I have previous experience teaching art to preschool – 12th grade students.
o I work in a postsecondary setting preparing preservice art teachers who are working on a teaching degree or practicing art teachers who are pursuing a higher degree but I DO NOT have previous experience teaching art to preschool – 12th grade students.
o I do not work in a postsecondary setting preparing art teachers (We appreciate your interest, but please do not take this survey. If you are a P-12 art teacher, there is another survey available at: http://web.utk.edu/~mbc/ArtSurveyK.12.Teachers.doc)
Please select your gender.
o Female
o Male
o Other or prefer not to answer
Please enter your age.
o ______
o Prefer not to answer
Please select or list your ethnicity and/or nationality.
o African-American or Black
o American Indian, Native American, or Inuit
o Asian-American
o Caucasian-American, European-American or White
o Other ethnicity (please list) ______
o Other nationality (please list) ______
o Prefer not to answer
Please check the highest level of education you have obtained.
o Associate’s
o Bachelor’s
o Master’s
o Specialist’s
o Doctorate
o Other ______
Please enter the number of years you have worked preparing future art educators: ______
Which of the following best describes your faculty status.
o Adjunct faculty
o Clinical faculty
o Tenure-seeking faculty
o Tenured faculty
o Other ______
Please enter the number of years you taught art to P-12 students: ______
What age level students did you teach? (Mark all that apply)
o High school
o Middle school
o Elementary school
o Preschool
Which of the following Carnegie Classifications best describes the institution where you work.
o Associate's College. (Includes institutions where all degrees are at the associate's level, or where bachelor's degrees account for less than 10 percent of all undergraduate degrees.)
o Baccalaureate College. (Includes institutions where baccalaureate degrees represent at least 10 percent of all undergraduate degrees and that award fewer than 50 master's degrees or 20 doctoral degrees per year.)
o Master's College or University. (Generally includes institutions that award at least 50 master's degrees and fewer than 20 doctoral degrees per year.)
o Doctorate-granting University - not research intensive. (Institutions that grant more than 20 doctorate degrees per year, not a high focus on research).
o Doctorate-granting University - high or very high research activity
o Special Focus Institution or other (explain) ______
In which state is your institution located? ______
Which courses or experiences do you teach/supervise?
o Introduction /foundation art education course
o Art methods courses
o Practicum or internship supervision in the field
o Art classes (e.g., ceramics, drawing, media arts, painting)
o Art history classes
o Other
Please rate how often you taught children with the following disabilities when you were a P-12 art teacher: (Circle the answer that applies for each item)
(Please use the following descriptions: All the time=1 or more students in the majority of my classes each year I taught; Very often=1 or more students in one or more but not a majority of my classes each year I taught; Regularly = 1 or more students in one or two classes for about half the year each year I taught; Sometimes = 1 or more students in one or two classes less than half the year or only some of the years I taught; never or rarely= never or only 1 or 2 students over more than one year)
Significant vision loss or blindness / Never or Rarely / Sometimes / Regularly / Very Often / All the timeMild physical limitations / Never or Rarely / Sometimes / Regularly / Very Often / All the time
Severe physical limitations without intellectual disabilities / Never or Rarely / Sometimes / Regularly / Very Often / All the time
Multiple disabilities including physical and intellectual
disabilities / Never or Rarely / Sometimes / Regularly / Very Often / All the time
Severe intellectual disabilities without physical limitations / Never or Rarely / Sometimes / Regularly / Very Often / All the time
Autism that results in significant disabilities / Never or Rarely / Sometimes / Regularly / Very Often / All the time
Other (please list):
Please rate your level of knowledge and ability to teach art foundations and concepts for students without disabilities. (Circle the answer that applies for each item)
My knowledge and ability to teach preservice or inservice teachers about student characteristics and meeting the needs of students without disabilities in an art classroom. / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensiveMy knowledge and ability to teach preservice or inservice teachers about teaching strategies for promoting enriching art experiences for students without disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers how to assess student performance in an art classroom for students without disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach to teach preservice or inservice teachers about classroom organization. / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers about behavior management strategies for students without disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
Please rate your level of knowledge ability to teach preservice or inservice teachers about working with students who have physical, visual, severe, and multiple disabilities. (Circle the answer that applies for each item)
My knowledge and ability to teach preservice or inservice teachers about teaching strategies for working with students who have physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers how to assess student performance for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers about behavior management strategies for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers about the types of assistive technology that can increase a student’s capabilities for performing art for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
My knowledge and ability to teach preservice or inservice teachers about selecting and using assistive technology to increase a student’s capabilities for performing art for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
What areas of instruction do you feel are the most challenging to teach students with physical, visual, severe, or multiple disabilities? (Please check all that apply).
o Production
o Aesthetics
o Art history
o Art criticism
o All of the above
o Other ______
Please indicate the media production categories which you feel require the most knowledge of accommodations and modifications for students with physical, visual, severe, or multiple disabilities. (Check all that apply).
o Painting
o Drawing
o Crafts
o Printmaking
o Sculpture
o Clay
o Mixed media
o Photography or media arts
o All of the above
o Other ______
Please rate your level of agreement or disagreement with each of the following statements for students with physical, visual, severe, and multiple disabilities.
It is important for these students to participate in the process of creating art. / Strongly disagree / Disagree / Neither agree or disagree / Agree / Strongly agreeIt is important for these students to be included in the social aspects of an art class. / Strongly disagree / Disagree / Neither agree or disagree / Agree / Strongly agree
It is important for these students to create artwork that is attractive and looks the same as work of students without disabilities. / Strongly disagree / Disagree / Neither agree or disagree / Agree / Strongly agree
When I was a P-12 teacher, I feel that I was effective in teaching students with these disabilities about art. / Strongly disagree / Disagree / Neither agree or disagree / Agree / Strongly agree
When I was a P-12 teacher, I enjoyed working with students who had these disabilities in my class. / Strongly disagree / Disagree / Neither agree or disagree / Agree / Strongly agree
Please indicate the level to which your courses/field experiences prepare art teachers to work with students with physical, visual, severe, and multiple disabilities in the following areas.
(Use the following descriptions: Extremely extensive: students leave the course/field experience being experts in this area; Somewhat extensive: students leave the course/field experience being very knowledgeable and able to apply knowledge in their art classrooms; Medium: students leave the course with adequate knowledge about this area, but may lack the ability to apply the knowledge; Somewhat minimal: this area is touched on during class but students may not gain a thorough understanding and probably cannot apply the knowledge; Extremely minimal: this area is not covered in courses/field experiences.)
Selecting and using specialized equipment to make art accessible to students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensiveAdapting materials to meet individual needs of students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to implement accommodations such as extended time or help with management of materials / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to provide hand-over-hand or hand-under-hand assistance to students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to collaborate with special education teachers, paraprofessionals (or teaching assistants), and therapists to plan for better art experiences for students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to direct paraprofessionals (or teaching assistants) in an art classroom to provide a level of support that is appropriate for an individual student’s needs / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to train peers to provide help with completion of art activities to students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to implement specialized teaching strategies for students who have physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to adapt assessment procedures for students with physical, visual, severe, or multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
Behavior management strategies for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
Types of assistive technology that can increase a student’s capabilities for performing art for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
How to select and use assistive technology to increase a student’s capabilities for performing art for students with physical, visual, severe, and multiple disabilities / Extremely minimal / Somewhat minimal / Medium / Somewhat extensive / Extremely extensive
Please list or describe specific ways you teach preservice or inservice teachers to adapt instruction and/or assessment for students with physical, visual, severe, and multiple disabilities. ______