All people, including individuals with disabilities, who participate in hands-on visual art can experience various benefits. However, visual studio art teachers, especially museum-based teachers, have various backgrounds that do not always include education or training in serving individuals with disabilities. The purpose of this qualitative phenomenological study was to explore how museum-based visual studio art teachers perceived that their training and preparation informed their awareness of ableism and ability to serve students with disabilities in art museums in the New England region of the United States. Twelve museum-based, visual studio art teachers participated in this study through semi-structured interviews. Through data analysis, four emergent themes informed these findings: (a) lack of training regarding serving individuals with disabilities, (b) the need for flexibility and adaptivity in serving individuals with disabilities, (c) lack of awareness of ableism, and (d) the need for funding to increase access for individuals with disabilities. The implications include that, although museum-based, visual studio art teachers lack training and preparation to serve individuals with disabilities and lack familiarity with the concept of ableism, they provide access via flexibility and adaptivity. Additionally, art museums need supplemental funding to provide their art teachers with training and to provide access. Areas of further study include replicating the study in other geographic areas with different types of museums or with a broader participant base.
","abstract_html":"<p>All people, including individuals with disabilities, who participate in hands-on visual art can experience various benefits. However, visual studio art teachers, especially museum-based teachers, have various backgrounds that do not always include education or training in serving individuals with disabilities. The purpose of this qualitative phenomenological study was to explore how museum-based visual studio art teachers perceived that their training and preparation informed their awareness of ableism and ability to serve students with disabilities in art museums in the New England region of the United States. Twelve museum-based, visual studio art teachers participated in this study through semi-structured interviews. Through data analysis, four emergent themes informed these findings: (a) lack of training regarding serving individuals with disabilities, (b) the need for flexibility and adaptivity in serving individuals with disabilities, (c) lack of awareness of ableism, and (d) the need for funding to increase access for individuals with disabilities. The implications include that, although museum-based, visual studio art teachers lack training and preparation to serve individuals with disabilities and lack familiarity with the concept of ableism, they provide access via flexibility and adaptivity. Additionally, art museums need supplemental funding to provide their art teachers with training and to provide access. Areas of further study include replicating the study in other geographic areas with different types of museums or with a broader participant base.</p>","abstract_has_math":false,"creators":["Buck, Elizabeth W"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Evelyn Thomas","Rachel Walsh-Peterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["visual art","museum","disability","ableism","education","Accessibility","Adult and Continuing Education","Art Education","Disability Studies","Fine Arts","Museum Studies","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/55","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evelyn Thomas","Rachel Walsh-Peterson"]},{"key":"dc:creator","label":"Author","values":["Buck, Elizabeth W"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["visual art","museum","disability","ableism","education","Accessibility","Adult and Continuing Education","Art Education","Disability Studies","Fine Arts","Museum Studies","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/55"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["All people, including individuals with disabilities, who participate in hands-on visual art can experience various benefits. However, visual studio art teachers, especially museum-based teachers, have various backgrounds that do not always include education or training in serving individuals with disabilities. The purpose of this qualitative phenomenological study was to explore how museum-based visual studio art teachers perceived that their training and preparation informed their awareness of ableism and ability to serve students with disabilities in art museums in the New England region of the United States. Twelve museum-based, visual studio art teachers participated in this study through semi-structured interviews. Through data analysis, four emergent themes informed these findings: (a) lack of training regarding serving individuals with disabilities, (b) the need for flexibility and adaptivity in serving individuals with disabilities, (c) lack of awareness of ableism, and (d) the need for funding to increase access for individuals with disabilities. The implications include that, although museum-based, visual studio art teachers lack training and preparation to serve individuals with disabilities and lack familiarity with the concept of ableism, they provide access via flexibility and adaptivity. Additionally, art museums need supplemental funding to provide their art teachers with training and to provide access. Areas of further study include replicating the study in other geographic areas with different types of museums or with a broader participant base.
"]},{"key":"dc:title","label":"Title","values":["Ableism And Museum Art Education: A Qualitative Phenomenological Study Of Museum-Based Visual Studio Art Teachers"]}]}],"canonical_facts":{"dc:contributor":["Evelyn Thomas","Rachel Walsh-Peterson"],"dc:creator":["Buck, Elizabeth W"],"dc:description.abstract":["All people, including individuals with disabilities, who participate in hands-on visual art can experience various benefits. However, visual studio art teachers, especially museum-based teachers, have various backgrounds that do not always include education or training in serving individuals with disabilities. The purpose of this qualitative phenomenological study was to explore how museum-based visual studio art teachers perceived that their training and preparation informed their awareness of ableism and ability to serve students with disabilities in art museums in the New England region of the United States. Twelve museum-based, visual studio art teachers participated in this study through semi-structured interviews. Through data analysis, four emergent themes informed these findings: (a) lack of training regarding serving individuals with disabilities, (b) the need for flexibility and adaptivity in serving individuals with disabilities, (c) lack of awareness of ableism, and (d) the need for funding to increase access for individuals with disabilities. The implications include that, although museum-based, visual studio art teachers lack training and preparation to serve individuals with disabilities and lack familiarity with the concept of ableism, they provide access via flexibility and adaptivity. Additionally, art museums need supplemental funding to provide their art teachers with training and to provide access. Areas of further study include replicating the study in other geographic areas with different types of museums or with a broader participant base.
"],"dc:identifier":["https://dune.une.edu/edu_diss/55"],"dc:subject":["visual art","museum","disability","ableism","education","Accessibility","Adult and Continuing Education","Art Education","Disability Studies","Fine Arts","Museum Studies","Teacher Education and Professional Development"],"dc:title":["Ableism And Museum Art Education: A Qualitative Phenomenological Study Of Museum-Based Visual Studio Art Teachers"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}