Learning disabilities are challenges that educators have to face while imparting knowledge and information to these individuals (Heydon, 2007). Quantification of one to have learning disabilities is based on the diagnosis, which is conducted by psychologists or qualified professionals while using battery of tests (VAN LITH et al., 2011). However, such conditions are manageable through effective and appropriate direction and support. Visibility improves the ability of an individual to comprehend the phenomena or information being expressed (Xia et al., 2011). This is because the mind tends to remember more of what is recorded in the brain through the vision means (Gentry, 2009). This occurs since the neuron-system aids in integration and communication of information effectively through registries in the neuron-system (White et al., 2009).
Research Problem
Individuals possessing learning disabilities experience several academic challenges, which influence the ability of such individuals to understand or discover his or her potential (Mason, & Steedly, 2006). These students need a supportive environment that makes them not to be frustrated or have low self-esteem. This is because these students have higher cognitive demands and their study skills are not effective. As students with learning disabilities face the neurological challenges, teachers also face challenges of how to communicate effectively with these students. This is why the research has been established to focus on the impact Art-Making as a means of language expression to students with learning disabilities.
Aim
This study aims at investigating how Art-Making influences expressive language and helps students manage their learning disabilities.
Scope
The scope of this study is students with learning disabilities at the Lab School of Washington DC. A such, the findings of this research will be merely be related to this study environment, but such findings may be used in other education setups.
Research Objectives
The research is governed by the following objectives;
1) To establish the form of Art-Making that is effective in language expression for use with students having learning disabilities,
2) To find out the impact of Art-Making in the learning process of students with learning disabilities,
3) To investigate whether Art-Making can be used in the learning process of students with disabilities at the Lab School of Washington DC, and
4) To find out the success level of Art-Making in language expression.
Research Question
How does Art-Making affect expressive language and help students manage their learning disabilities and teach academic material at the Lab School of Washington DC?
This will encompass;
1. What type of Art-Making influences expressive language?
2. What is the efficiency of using Art-Making as a form of expressive language?
3. How does Art-Making assist students to manage their learning disabilities?
4. What are the benefits and challenges of using Art-Making with students having learning disabilities?
5. What is the success level of Art-Making in teaching at the Lab School of Washington DC?
Literature Review
Learning disabilities refer to neurologically based information capturing and processing challenges that occur individuals who have intelligence level of average to above average (Smith, 2007). As such, learning disabilities influence achievement and potential discrepancy of an individual (Henley, 1998). Nevertheless, a structured learning environment is a solution towards ending of the challenges for students possessing learning disabilities (Taylor, 2005). This is because such an environment provides adequate support that reduces significantly instances of low self-esteem and frustration among students (Stuckey, & Nobel, 2010).
Methodology
Research methods are numerous that are valid and reliable. As such, this research intends to use exploratory method that will involve conducting both quantitative and qualitative research. This is because the research focuses on identification of new knowledge, which is related to Art-Making as a means of expressive language to students with disabilities. Combination of both qualitative and quantitative research will provide an opportunity for the study to gather adequate data, which will be sufficient to provide solutions to research questions and attain the objectives of this research. This will involve the use of both primary and secondary data.
Sampling will is an essential step in research. As such, this study has focused on adopting the method of random sampling. This is aimed at ensuring that the study has a large and diverse population. Consequently, the data that will be obtained will be adequate to represent the views of the population.
Data Collection and Analysis
Secondary data will entail focus on existing literature on Art-Making and expressive language. Such information will be obtained from books, publications, and other related articles. Primary data will be obtained by conducting open-ended interviews and giving out questionnaires to the sample population for the study. The element of validity and reliability will be ensured through effective and careful selection of the sample population. This will also involve inviting people to the study such that their responses on interview and questionnaire questions will be voluntarily made, but not through intimidation and fear. Moreover, such questions will be scaled to ensure that they have the ability and power to meet the desired goals and objectives of the research.
Data analysis for this study will involve the use of discrete statistics and other statistical tools like SPSS software. This will provide a room for presentation, identification of relationships, analysis, and making of the various inferences regarding the study that is conducted.
References
Gentry, T. (2009). Smart homes for people with neurological disability: State of the art.
Neurorehabilitation, 25(3), 209-217.
Henley, D. (1998). Art therapy in a socialization program for children with (Cover story).
American Journal of Art Therapy, 37(1), 2.
Heydon, R. M. (2007). Making meaning together: multi-modal literacy learning opportunities
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Mason, C. Y., & Steedly, K. M. (2006). Rubrics and an Arts Integration Community of
Practice. (Cover story). Teaching Exceptional Children, 39(1), 36-43.
Smith, C. (2007). INNOVATIVE REHABILITATION AFTER HEAD INJURY:
EXAMINING THE USE OF A CREATIVE INTERVENTION. Journal of Social Work Practice, 21(3), 297-309.
Stuckey, H. L., & Nobel, J. (2010). The Connection between Art, Healing, and Public Health:
A Review of Current Literature. American Journal of Public Health, 100(2), 254-263.
Taylor, M. (2005). Access and Support in the Development of a Visual Language: arts
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VAN LITH, T., FENNER, P., & SCHOFIELD, M. (2011). The lived experience of art
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White, I., Bull, S., & Beavis, M. (2009). Isobel’s images – one woman’s experience of art
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Xia, M., Tang, Y., Fang, J., & Pan, F. (2011). Efficient multi-sequence memory with
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