Introduction
Dissertation: Educational Benefits of Art Integration for Students with Disabilities by Ryan Jabbour
The topic of discussion in the dissertation entitled “Educational Benefits of Art Integration for Students with Disabilities” by Ryan Jabbour is the meeting point between social constructivism and critical/feminist disability theories on art integration used among disabled students disabled. In addition, the study notes participatory action research and art integration as approaches to addressing educational issues experienced by disabled students. The study talks about how disability and a social constructivist approach to arts can increase the learning experiences of learners with special needs learners. The dissertation also highlights the importance of treating disability as a social model, providing tools for current and future accomplishments.
Significantly, the study uses participatory action research and art integration as methods. Participatory action research was then selected because of its democratic nature, which allows knowledge creation. It is a method in which the researchers and subjects reflect together so that they can understand and facilitate education practices. It supports contemporary constructivist teaching theories, which focus on action reflection and co-construction of knowledge with others. Therefore, this highlights art integration as an appropriate methodology for this research. In contradistinction to how others would depict the topics covered in their research, Jabbour (2023) believes that students with disabilities can communicate through visual arts. For instance, it works as an enabling device for disabled students who can use their abilities and give meaning to various subjects through different forms of communication. In addition, participatory action research and art-integrated tools for their studies were taken with inclusive learning involved to make the environment more accessible in teaching disabled students.
How Major Headings and Subheadings in the Literature Review Relate to the Overview of the Study
Ryan Jabbour’s work “Educational Benefits of Art Integration for Students with Disabilities” is grounded in social constructivism and features other theories, including critical disability theory alongside feminist disabilities. Social constructivism focuses on the student-centred learning aspect supported by Vygotsky’s zone of proximal development, discussed at length throughout this literature review. Furthermore, the literature review also focuses on critical disability theories and feminist theories that provide a different approach to disabilities as more of a social phenomenon. In terms of theory, writing the literature review and understanding how children with disabilities benefit from art-integrated learning environments helps to underpin this study.
More importantly, the significant sections and headings of the literature review result in an introduction that briefly describes the study’s background. The section on social constructivism concerns the transition from teacher-directed methodologies to student-centred strategies, where semiotic instruments and zones of proximal development play a crucial part. It also reinforces the study’s focus on art as a means for delving into more profound thoughts and letting students construct their knowledge through visual arts. Moreover, some elements of critical and feminist disability theory do advocate inquiry into art inclusion as an intervention for students with disabilities, changing teaching practices from a focus on fixing people to a strength-based approach. Therefore, the discussion on theories tries to establish why this study highlights participatory action research and art integration as strategies for dealing with inequalities and improving experiences gained by disabled children concerning education. As a result, it lays down a practical foundation for the study by relating theory to practice.
How the Literature Review Supports the Study Method
The dissertation “Educational Benefits of Art Integration for Students with Disabilities: A Literature Review” provides a firm foundation for understanding the theoretical framework and rationale behind the selected approach. Notably, it dramatically favours participatory action research (PAR) from several theoretical perspectives.
Therefore, this constructivist dissertation focuses on knowledge sharing through Collaborative, introspective research and constructivist PAR methodology that covers understanding how people with disabilities socialize and feel (Kart & Kart, 2023). The study promotes the position fully as it explores the impact of using art to teach children who cannot learn in other ways. Social constructivism is a subject that has stirred much controversy among scholars, as it claims that the learning process itself can only take place socially. The social constructivist theory supports democratic-based PAR, which considers beneficiaries as active subjects. It coincides with the assessment of inclusion art pedagogy based on the PAR approach among disabled students.
Given that ZPD matters in the Vygotsky literature review, the PAR approach in the study recognizes and uses the concept of ZPD by involving participants in the research process. The understanding of collaboration and reflection for growth potential further supports the compatibility of PAR with the theoretical backgrounds explored in this literature. Various theories on disability, such as critical and feminist, mentioned in this document advocate for social change towards including disabled people when making decisions (Jabbour, 2023). Consequently, the dissertation has chosen a democratic and participatory methodology which aligns with these theories. It aligns with calls to move from traditional, potentially oppressive practices towards more collaborative and empowering ones, strengthening the theoretical basis for choosing PAR.
Similarly, disabled student empowerment is a dominant theme in the literature reviewed. PAR’s practical solutions and an action-oriented philosophy allow for this. The methodological suitability of this participatory study design can be observed for understanding and improving education practices, considering the presence of children with disabilities as co-researchers. Similarly, Selland (2024) reveals that the purpose of PAR—finding practical answers to educational problems—resembles art as a source of education. Several studies have proven that the visual arts create better learners among disabled students through allowance for expression and creativity in response to content. In addition, the literature’s consistent focus on art integration justifies one more reason for choosing PAR, which is a practical and action-oriented methodology.
It is evident from the literature review that participatory action research is the best option for this project. It combines elements of critical and feminist disability theories, highlighting the importance of meaning-making and advocacy while even supporting constructivist and social constructivist outlooks on life, all of which are crucial components of PAR. Furthermore, the review also points out how useful visual arts can be in a classroom setting besides supporting the suggested approach.
How the Literature Review Might Be Supported Using an Alternative Method
To understand the educational benefits of art integration for disabled students, this dissertation literature review examines social constructivism theories on critical disability and feminist disable. In the researcher’s view, the theories function as the theoretical framework of this study, which focuses on student agency and social relations with disabilities. With the help of theoretical frameworks, researchers question how art integration allows students to speak their minds, build personal worldviews and fight for what they want. Therefore, considering the characteristics of the research problem and choosing to understand the perspectives, voices and experiences of disabled students, a qualitative literature review on this subject is done. Qualitative methods were used in this study using the social constructivist approach and critical disability theories, focusing on unique views and qualitative results.
Alternatively, quantitative methods, often associated with numerical data, statistical analysis and results that can be generalized to a larger population, can be applied. Although quantitative studies help detect trends and relationships, they must include the nuances of human experience and the qualitative details highlighted in this literature review. Therefore, a mixed-methods approach involving qualitative and quantitative components may be employed. Also, quantitative surveys or assessments could measure specific outcomes or trends to complement the plethora of qualitative data from interviews, observations, or creative works (Jabbour, 2023). Such would offer a more comprehensive insight into the educational benefits of integrating art into the lives of disabled children by blending critical aspects of both methods.
Additional Scholarly Sources
First, the article ‘The Impact of Individual Differences on Learning with Distractions’ by Lawson Pualani is outstandingly essential since its analysis seems to have left research regarding individual differences in learning from the literature review. However, it would have been wiser to apply theoretical underpinnings in studying how distractions influence learning among disabled students. Lawson’s findings could have clarified the mechanisms through which interruptions influence the learning process.
Additionally, Lawson’s research design in his dissertation may have affected the decision to use participatory action research for this study. By failing to highlight the importance of participants’ involvement in identifying and meeting their individual learning needs, Lawson neglected an excellent chance to build a compelling case regarding choosing this particular approach (Lawson, 2023). It would have been better had methodological information from such studies been used throughout. The empirical foundation might be further supported by some evidence from Lawson’s study that distractors influence performance. Including empirical evidence from relevant studies may strengthen the selected approach and make solutions provided to students with disabilities more credible for overcoming these challenges. Therefore, there is still room for improvement in the presented methodology, particularly in incorporating a proper literature review, strengthening empirical support and considering counterarguments. However, the methodology is soundly based. The study could have been developed by integrating Lawson’s dissertation views, which were critical in providing helpful empirical evidence and methodological aspects.
Similarly, the choice of methodology is consistent with another major work entitled “Arts Integration and 21st Century Skills: A Study of Learners and Teachers,” which emphasizes learner and teacher involvement. The research used participatory action research in the context of arts integration for children with disabilities; thus, its inclusion will have added some benefits to the findings. It would help explain better why specific approaches were adopted, making the dissertation thorough and rigorous by providing a comparative analysis or discussing any methodology limitations. In addition, it may also be valuable to incorporate the study’s findings, as they provide information that arts integration can work for disabled children in class.
Subsequently, Kart and Kart’s (2021) paper titled “Academic and Social Effects of Inclusion on Students without Disabilities: Review of Literature” is crucial in supporting the literature of the dissertation study using a communal self-reflective investigation PAR approach that underlines practical educational solutions. As Kart and Kart explained, the article considers the academic outcomes of people with disabilities in general education environments and attitudes towards incorporation. Thus, integration will reveal how inclusive education impacts the social dynamics of the class, especially between children with and without impairments. It is thus necessary to look at inclusion with the consideration of all students within the learning community; understanding its participatory nature would boost appreciation for this research among these learners. It can also talk about the accomplishments that such practices lead to, helping a researcher develop a better structure for art integration in inclusive classrooms.
Moreover, the study ‘Educational Benefits of Art Integration for Students with Disabilities’ could have been backed by Selland’s (2024) article ‘Understanding the Experiences of Teachers Returning to In-Person Teaching With Additional Responsibilities: A Generic Qualitative Inquiry’. The two studies adopt a qualitative mode, emphasizing the need to understand participants’ perspectives and experiences. The qualitative inquiry in Selland’s essay and the participatory action research approach in the dissertation underline collaboration, self-reflection, and a deep dive into life realities that illuminate and improve school practices and policies. On top of that, while discussing teachers’ experiences as an argument, more context or counterarguments could be provided by this paper.
Lastly, another study, “An Innovative Approach to the Development of Musical Abilities in Children with disabilities” by Yorievna Karimovna (2020), makes essential contributions. In this regard, attention is focused on the properties of music. However, it can be added without any hesitation that such a conception applies to participatory action research approaches utilized in the thesis. The dissertation and paper aim to identify practical approaches to improving educational impacts for people with illnesses through cooperation and reflection. Therefore, this may contribute to the selected methodology if there are innovative ways of developing capabilities for those who are unhealthy but not healthy.
Conclusion
Ryan Jabbour’s dissertation, “Educational Benefits of Art Integration for Students with Disabilities,” has several positive and negative aspects when its works are analyzed. Its introduction elaborates on the topic of the study as it focuses on art integration for students with disabilities and theories, namely social constructivism and critical/feminist disability (Jabbour, 2023). Therefore, the methodologies of art integration and participatory action research (PAR) that have been used align with the social constructivist and constructivist perspectives discussed in the literature review.
As a result, the literature review in the study serves as an illustration offering meaningful analysis of related theories; it situates research within the social constructivism perspective on zone proximal development and critical/feminist understandings about disability. The passage successfully articulates the theoretical model of all selected approaches by highlighting student agency, social relationships and inclusivity as factors in education. Lawson Pualani’s work on learning well while distracted would go a long way in improving the quality of the literature review, as indicated by the reviews (Lawson, 2023). In order to have a deeper understanding of the topic studied, other viewpoints and empirical data may also be added in support of the central argument. In addition, previous research, including “Arts Integration and 21st Century Skills,” can help increase the rigour of methodology.
Overall, the introduction and literature review are the most critical parts of the dissertation, as they set the basis for the theory and validate the methods used. Despite this, it also shows where improvements can be made, such as addressing opposing claims, adding more scholarly sources to enhance empirical support, and considering methodology. The dissertation offers a good foundation for further research on how art integration affects disabled learners positively in schools; however, it might require more polishing so that it can sparkle.
References
Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st-century skills: A study of learners and teachers. International Journal of Education and the Arts, 22(2).
Jabbour, R. (2023). Educational Benefits of Art Integration for Students with Disabilities (Doctoral dissertation). University of Rochester. ProQuest Dissertations Publishing. (Accession No. 30491265).
Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A literature review. Education Sciences, 11(1), 16.
Lawson, A. (2023). The Impact of Individual Differences on Learning with Distractions (Doctoral et al.).
Selland, B. (2024). Understanding the Experiences of Teachers Returning to In-Person Teaching With Additional Responsibilities: A Generic Qualitative Inquiry (Publication No. 30989758). ProQuest Dissertations Publishing.
Yorievna, U. M. R., & Karimovna, N. N. (2020). Innovative approach to developing musical abilities in children with disabilities health opportunities. Проблемы педагогики, (2 (47)), 40-41.
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