This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage in art making across multiple art education contexts. This study revealed the perceptions of stakeholders about art and autism that informed the access these adolescent artists had to art education and art materials. These perceptions included varying ideas of competence, ability and struggle associated with an identity as `autistic'. In the examination of these adolescents' experiences the engagement with art making and the role of art in the lives of these artists is explored. It is shown that art functions as communication and a way of connecting to the world around them, acting as a form of literacy through the visual text of their artwork. This study offers a paradigm for inclusive art education that operates within the social model of dis/ability and considers strategies for full inclusion with art curriculum and art materials. Recommendations for families, art teachers of students with autism and art teacher preparation are provided.
","abstract_html":"<p>This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage in art making across multiple art education contexts. This study revealed the perceptions of stakeholders about art and autism that informed the access these adolescent artists had to art education and art materials. These perceptions included varying ideas of competence, ability and struggle associated with an identity as `autistic'. In the examination of these adolescents' experiences the engagement with art making and the role of art in the lives of these artists is explored. It is shown that art functions as communication and a way of connecting to the world around them, acting as a form of literacy through the visual text of their artwork. This study offers a paradigm for inclusive art education that operates within the social model of dis/ability and considers strategies for full inclusion with art curriculum and art materials. Recommendations for families, art teachers of students with autism and art teacher preparation are provided.</p>","abstract_has_math":false,"creators":["Burdick, Corrie"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Teaching and Leadership","degree_department":null,"school":null,"contributors":["Julie N. Causton-Theoharis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:54:02Z","subjects":["Adolescence","Art Education","Arts Informed Research","Autism","Disability Studies","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/tl_etd/234","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie N. Causton-Theoharis"]},{"key":"dc:creator","label":"Author","values":["Burdick, Corrie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adolescence","Art Education","Arts Informed Research","Autism","Disability Studies","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/tl_etd/234"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage in art making across multiple art education contexts. This study revealed the perceptions of stakeholders about art and autism that informed the access these adolescent artists had to art education and art materials. These perceptions included varying ideas of competence, ability and struggle associated with an identity as `autistic'. In the examination of these adolescents' experiences the engagement with art making and the role of art in the lives of these artists is explored. It is shown that art functions as communication and a way of connecting to the world around them, acting as a form of literacy through the visual text of their artwork. This study offers a paradigm for inclusive art education that operates within the social model of dis/ability and considers strategies for full inclusion with art curriculum and art materials. Recommendations for families, art teachers of students with autism and art teacher preparation are provided.
"]},{"key":"dc:title","label":"Title","values":["Old Broken Crayons: Adolescent Artists with Autism in Art Education"]}]}],"canonical_facts":{"dc:contributor":["Julie N. Causton-Theoharis"],"dc:creator":["Burdick, Corrie"],"dc:description.abstract":["This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage in art making across multiple art education contexts. This study revealed the perceptions of stakeholders about art and autism that informed the access these adolescent artists had to art education and art materials. These perceptions included varying ideas of competence, ability and struggle associated with an identity as `autistic'. In the examination of these adolescents' experiences the engagement with art making and the role of art in the lives of these artists is explored. It is shown that art functions as communication and a way of connecting to the world around them, acting as a form of literacy through the visual text of their artwork. This study offers a paradigm for inclusive art education that operates within the social model of dis/ability and considers strategies for full inclusion with art curriculum and art materials. Recommendations for families, art teachers of students with autism and art teacher preparation are provided.
"],"dc:identifier":["https://surface.syr.edu/tl_etd/234"],"dc:subject":["Adolescence","Art Education","Arts Informed Research","Autism","Disability Studies","Education"],"dc:title":["Old Broken Crayons: Adolescent Artists with Autism in Art Education"],"thesis:degree_discipline":["Teaching and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T04:54:02Z"}