An Analysis of Learning Traits and Educational Needs for Potentially Art-talented with Autism Spectrum Disorders

• Main Authors: Huang, Li-Wei, 黃俐瑋
• Other Authors: Kuo, Ching-Chih
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3ax4ef

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 105 === The purpose of this qualitative multiple case study was to explore the learning characteristics, characteristics in visual arts performance, and educational needs within school and family of potentially artistically talented students with autism spectrum disorders (ASD). Purposive sampling was used in this study; subjects were six students who have been diagnosed with ASD, received a Wechsler Intelligence Scale for Children (WISC) score greater than 70, and won the prizes at art competitions. Instruments were Characteristic Checklist of Students with Special Needs, Characteristic Checklist of Artistically Talented, WISC, professional evaluations, interview outline, observation activities, and portfolio assessment. In this study, learning characteristics were classified into four major categories: physiological, cognitive, affective, and social. Visual thinking was strength for our study group. They were high in sensual over-excitability. Most of them tended to focus on details rather than the whole picture, and they were not very meticulous that demonstrated their marked deficits in processing speed. Cognitive behaviors in this study included a wide range of WISC scores. The participants shared a common strength in perceptual reasoning, had near-photographic memory, focused intensely on a special interest and demonstrated effective problem solving. Regarding the affective responses, the participants in this study tended to view themselves negatively. Emotional maturity was expected to grow with their chronological age, but their emotional maturity in fact was behind that of age peers. They found more difficulty interpreting others emotions and feelings, and easily released or escaped from difficult tasks or other aversive situations. The improvement of social skills was often a focus of instruction for the students with ASD, and the six participants in this study were no exception. They were typically engaged in passive interactions remain isolated, and so, it is necessary to help the autistic participants to learn appropriate communication skills. Characteristics in visual arts performance in this study were classified into five major categories: behavior, art structure, art theme, art skill, and art affection. Most participants showed artistic talent from an early age and focused intensively on their creation of art. Fluid structure and unique colors were found in their artwork. The colors provided visual feedback, good visual and spatial perspectives made the artwork unique. There has been considerable multiple themes representing personal characteristics in their artwork, with the themes and art structure in different time periods and places. The study showed the students’ preferences for using certain art materials. Some of them may try to use new materials but poor motor skills might hinder creativity. Arts allowed the students to express ideas, release their emotions, and start appreciation for art. They kept interests in arts but it is not the sole interest. When it comes to the educational needs of potentially artistically talented students with ASD, positive family and school supports played essential role in helping them to perform better. Family could provide support by accompanying, focusing on strengths, and providing flexible tutoring. School support included but not limited to adapt curriculum to meet every student’s individual learning needs and provide rich opportunities for teachers to develop and enhance their professional knowledge, practice, and consultation. The above findings provided an important reference for educational institutions, schools, potentially artistically talented students with ASD and their parents. It is also expected that this study can contribute to future work in the field of autism and twice-exceptional.