Working Through the Senses: Art Therapy for Autism Spectrum Disorders Students
DOI:
https://doi.org/10.61538/huria.v24i1.143Abstract
In the recent years, multiple studies have demonstrated the importance of teaching Art to children with Autism Spectrum Disorders (ASD). ASD affect symbolic and language skills in children, and imply some limitations in the complex and stimulating field of social relationships. Learners with ASD require a well structured environment. For the purpose of this study we propose Art Therapy as a therapeutic process to develop our students’ social relationships. In that manner, they will be able to interact functionally and successfully within their social context within which they belong. By using Art Therapy action programme ASD children are expected to develop social and communication skills through emotions and artistic creations as a way to train conversational abilities, anticipate situations and understand emotions and actions.References
American Psychiatric Association (2013). Diagnostic and Statistical Manual of mental Disorders. Fifth Edition. DSM-5. Washington DC. American Psychiatric Publishing.
Bassols, M. (2006). El Arteterapia, un acompañamiento en la creación y la transformación. Arteterapia. Papeles de arteterapia y educación artÃstica para la inclusión social, 1, 19-25. Retrieved from: http://revistas.ucm.es/index.php/ARTE/article/view/ARTE060611 0019A
Battaglino, L. (2007). Special education around the world. Bridgewater Review, 26(2): 11-14.
Carvalho, M. (1995). A arte Cura? Recursos artÃsticos en psicoterapia. Campinas: Workshopsy.
Duran, M. (2010). Arte terapia o psicoterapia por el arte: qué es y cómo se aplica. Exposición ilustrada con un estudio de caso. Retrieved from: http://alquercus.webcindario.com/alq05/datos/Arte%20Terapia%2 0o%20psicoterapia%20por%20el%20arte%20Magdalena%20Duran.do c
Emery, M. J. (2004). Art therapy as an intervention for autism. Art Therapy: Journal of the American Art Therapy Association 21(3): 143-147.
Evans, K., Dubowski, J. (2001). Art therapy with children on the Autistic Spectrum: Beyond words. London and Philadelphia: Jessica Kingsley.
Fernández Añino, M.I. (2003). Creatividad, arte terapia y autismo. Un acercamiento a la actividad plástica como proceso creativo en niños autistas. Arte individuo y sociedad, 135-152.
Gerber, S. & Fedorenko, J. (2006). Building collaborative partnerships. In Gerber, B.L., & Guay, D.M. (Eds.) Reaching and teaching students with special needs through art. (pp. 161- 176). Reston, VA: The National Art Education Association.Gimeno Sacristán, J. y Pérez Gómez, A. (1992). Comprender y transformar la enseñanza. Madrid. Ediciones Morata.
Guay, D. (2006). Special needs students in the art room: a journey. In Gerber, B.L., & Guay, D.M. (Eds.) Reaching and teaching students with special needs through art. (pp. 3 - 14). Reston, VA: The National Art Education Association
Hogan, S. (2001). Healing Arts: The History of Art Therapy. London: Jessica Kingsley Publishers
Miguel Serrano, M.D. (2008). Arte en la escuela. Un espacio de arte para la educación. Retrieved from:
http://arteterapiacurso.blogspot.com.es/2008/12/arteterapia-en-laescuela.html
Núñez Corral, A.B. (2009). Arteterapia orientada a personas con autismo. “Ciento quinces muy bien†(Case Study). Organisation for Economic Co-operation and Development (2005). Definition and Selection of Key Competences – Executive Summary. Retrieved from http://www.deseco.admin.ch/bfs/deseco/en/index/02.html.
Pérez Gómez, A. I. (2012). Educarse en la era digital. Madrid:
Morata.Retrieved from:
http://es.scribd.com/doc/209547416/Arterapia-y-Autismo
Rivière,A. (2001): Autismo. Orientaciones para la intervención educativa. Madrid, Trotta.
Rubin, J. A. (2010). Introduction to art therapy. New York: Routledge/Taylor & Francis Group.
Rotatori, A. F., Bakken, J. P., Burkhardt, S., Obiakor, F. E., Sharma, U. (2014). Special Education International Perspectives: Practices Across the Globe Volume 28 (Advances in Special Education). London: Emerald.
Tamarit, J., De Dios, J., DomÃnguez, S., Escribano L. (1990). PEANA:
Programa de estructuración ambiental en el aula de niños/as con autismo.
Retrieved from
http://www.ite.educacion.es/formacion/materiales/185/cd/unidad _8/material_m8/programa_peana.pdf Decree 254/2008, first of August, by which the curriculum of the second phase of pre-school education is established in the Autonomic Region of Murcia.
Decree 286/2007, seventh of September, by which the curriculum of primary education is established in the Autonomic Region of Murcia.
Decree 359/2009, thirtieth of October, by which attention to diversity is established and regulated in the Autonomic Region of Murcia.
Decree 198/2014, fifth of September, by which the curriculum of primary education is established in the Autonomic Region of Murcia
