Teaching students with intellectual disabilities: A hermeneutic phenomenological study of the experiences of visual arts teachers

Teaching students with intellectual disabilities: A hermeneutic phenomenological study of the experiences of visual arts teachers

• Tam, Cheung On The Hong Kong Institute of Education

Special Education Perspectives, 24(2), 5-12, 2015

Australian Association of Special Education Inc.

2015

• E 特殊教育
  • EB 智力障礙者之教育
• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper reports on a hermeneutic phenomenological study on the experiences of visual arts teachers teaching students with intellectual disabilities in Hong Kong. Themes which emerged from the interviews were examined in conjunction with the lived experiences of the teachers. Special school visual arts teachers who participated in this study have strong emotional and personal connections with their students. The teachers had experienced difficulties when teaching their students and many of the problems were unique to the special school settings. In an effort to tackle these problems and improve their teaching, these teachers engaged in reflection and explored a variety of ways to enhance their students' learning. In spite of the practical learning problems their students face, the teachers maintained that studying visual arts is beneficial to their students 'whole-person development. The paper concludes with a critical reflection on the nature of teaching visual arts to students with intellectual disabilities.
[Copyright © 2015 Australian Association of Special Education Inc.]

• 英文

期刊論文

• 10386475

https://bibliography.lib.eduhk.hk/tc/bibs/1015debe

2017-07-27