Collaborative Leadership Between Art Teachers and Art Therapists for Art Students on the Autism Spectrum
I investigated the teaching strategies of two art therapists and two art teachers who work with students on the autism spectrum in self-contained and inclusion classrooms at an elementary school and a middle school in an American urban district. I recorded the behavior modification techniques, both physical and verbal, of these two groups of art professionals. I identified successful teaching strategies for this special needs population in an American educational setting. In conclusion, I determined the presence of a mutual beneficial relationship between art therapists and art teachers in terms of a teaching team as collaborative leadership.
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