Dissertation/Thesis Abstract

Voices of individuals with disabilities in art museum programming: A person-centered approach
by Douglas, Hillary F., M.A., The University of Arizona, 2015, 105; 1589571
Abstract (Summary)

This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study’s research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.

Indexing (document details)
Advisor: Reid, Natasha
Commitee: Hochtritt, Lisa, Shirai, Yumi
School: The University of Arizona
Department: Art Education
School Location: United States -- Arizona
Source: MAI 54/05M(E), Masters Abstracts International
Subjects: Art education, Adult education, Museum studies
Keywords: Art education, Community partnerships, Disability, Museum education, Person-centered planning, Person-centered thinking
Publication Number: 1589571
ISBN: 978-1-321-77483-2
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