This research explored the active role of disabled artists in their own descriptions of meaning making through their artistic process, utilizing phenomenological research to examine the lived experiences of intellectually or developmentally disabled and neurodiverse adult artists in the Bay Area. The literary study element of the research strove to understand and employ anti-ableism and constructivism as framing lenses, while also reviewing literature on issues such as access barriers, traditional quality standards in arts education, and the de-emphasis of art within curriculum funding priorities, indicating a need for continued reform toward promoting inclusive and process-oriented art education. With a focus on ensuring informed consent, confidentiality, and validity in data analysis to fill a gap in qualitative research and advocate for the importance of art for special populations, this qualitative study explored how visual artists with disabilities make and articulate their creative processes and final products, revealing four basic themes—Material Choices and Use, Methods, Inspirations, and Identity—derived from participants' own words, showcasing their diverse approaches to art media, design, inspiration sources, and experiences with disability. This research ultimately illustrated their methodical, creative, intentional approach to leaving their mark on the world despite societal expectations. Undertaking this project allowed me to merge my interests in art, education, and disability justice, fostering personal academic growth while amplifying the voices of participating artists in academic literature to advocate for social justice policies and equity. My hope is to inspire empathy and sensitivity towards the experiences of people with disabilities within society.
","abstract_html":"<p>This research explored the active role of disabled artists in their own descriptions of meaning making through their artistic process, utilizing phenomenological research to examine the lived experiences of intellectually or developmentally disabled and neurodiverse adult artists in the Bay Area. The literary study element of the research strove to understand and employ anti-ableism and constructivism as framing lenses, while also reviewing literature on issues such as access barriers, traditional quality standards in arts education, and the de-emphasis of art within curriculum funding priorities, indicating a need for continued reform toward promoting inclusive and process-oriented art education. With a focus on ensuring informed consent, confidentiality, and validity in data analysis to fill a gap in qualitative research and advocate for the importance of art for special populations, this qualitative study explored how visual artists with disabilities make and articulate their creative processes and final products, revealing four basic themes—Material Choices and Use, Methods, Inspirations, and Identity—derived from participants' own words, showcasing their diverse approaches to art media, design, inspiration sources, and experiences with disability. This research ultimately illustrated their methodical, creative, intentional approach to leaving their mark on the world despite societal expectations. Undertaking this project allowed me to merge my interests in art, education, and disability justice, fostering personal academic growth while amplifying the voices of participating artists in academic literature to advocate for social justice policies and equity. My hope is to inspire empathy and sensitivity towards the experiences of people with disabilities within society.</p>","abstract_has_math":false,"creators":["Lino, Alexis"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katie Lewis, PhD","Zoee Bartholomew, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Neurodiversity","Visual Media","Anti-Ableism Theory","Disability","Disabled Artists","Disability justice","Accessibility","Art Education","Disability Studies","Education","Politics and Social Change","Social Justice","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/86","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katie Lewis, PhD","Zoee Bartholomew, EdD"]},{"key":"dc:creator","label":"Author","values":["Lino, Alexis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Neurodiversity","Visual Media","Anti-Ableism Theory","Disability","Disabled Artists","Disability justice","Accessibility","Art Education","Disability Studies","Education","Politics and Social Change","Social Justice","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/86"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explored the active role of disabled artists in their own descriptions of meaning making through their artistic process, utilizing phenomenological research to examine the lived experiences of intellectually or developmentally disabled and neurodiverse adult artists in the Bay Area. The literary study element of the research strove to understand and employ anti-ableism and constructivism as framing lenses, while also reviewing literature on issues such as access barriers, traditional quality standards in arts education, and the de-emphasis of art within curriculum funding priorities, indicating a need for continued reform toward promoting inclusive and process-oriented art education. With a focus on ensuring informed consent, confidentiality, and validity in data analysis to fill a gap in qualitative research and advocate for the importance of art for special populations, this qualitative study explored how visual artists with disabilities make and articulate their creative processes and final products, revealing four basic themes—Material Choices and Use, Methods, Inspirations, and Identity—derived from participants' own words, showcasing their diverse approaches to art media, design, inspiration sources, and experiences with disability. This research ultimately illustrated their methodical, creative, intentional approach to leaving their mark on the world despite societal expectations. Undertaking this project allowed me to merge my interests in art, education, and disability justice, fostering personal academic growth while amplifying the voices of participating artists in academic literature to advocate for social justice policies and equity. My hope is to inspire empathy and sensitivity towards the experiences of people with disabilities within society.
"]},{"key":"dc:title","label":"Title","values":["Challenging Norms, Creating Art: An Anti-Ableist Lens on Visual Arts Education"]}]}],"canonical_facts":{"dc:contributor":["Katie Lewis, PhD","Zoee Bartholomew, EdD"],"dc:creator":["Lino, Alexis"],"dc:date.available":["2024-05-01T07:00:00Z"],"dc:description.abstract":["This research explored the active role of disabled artists in their own descriptions of meaning making through their artistic process, utilizing phenomenological research to examine the lived experiences of intellectually or developmentally disabled and neurodiverse adult artists in the Bay Area. The literary study element of the research strove to understand and employ anti-ableism and constructivism as framing lenses, while also reviewing literature on issues such as access barriers, traditional quality standards in arts education, and the de-emphasis of art within curriculum funding priorities, indicating a need for continued reform toward promoting inclusive and process-oriented art education. With a focus on ensuring informed consent, confidentiality, and validity in data analysis to fill a gap in qualitative research and advocate for the importance of art for special populations, this qualitative study explored how visual artists with disabilities make and articulate their creative processes and final products, revealing four basic themes—Material Choices and Use, Methods, Inspirations, and Identity—derived from participants' own words, showcasing their diverse approaches to art media, design, inspiration sources, and experiences with disability. This research ultimately illustrated their methodical, creative, intentional approach to leaving their mark on the world despite societal expectations. Undertaking this project allowed me to merge my interests in art, education, and disability justice, fostering personal academic growth while amplifying the voices of participating artists in academic literature to advocate for social justice policies and equity. My hope is to inspire empathy and sensitivity towards the experiences of people with disabilities within society.
"],"dc:identifier":["https://scholar.dominican.edu/education-masters-theses/86"],"dc:subject":["Neurodiversity","Visual Media","Anti-Ableism Theory","Disability","Disabled Artists","Disability justice","Accessibility","Art Education","Disability Studies","Education","Politics and Social Change","Social Justice","Special Education and Teaching"],"dc:title":["Challenging Norms, Creating Art: An Anti-Ableist Lens on Visual Arts Education"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}