Describes a sculpture project for emotionally disturbed children conducted by a New York artist. (SJL)

An art-teacher therapist discusses six principles she uses in working with disturbed children (such as consistency of management and clearly defined expectations and limits), and cites two examples of how an art project can help children develop trust and lessen their withdrawal. (CL)

Proposes that inclusion of arts in the curriculum of all handicapped students can improve motor, perceptual, and social skills, and can be of functional, therapeutic, and aesthetic value. Suggests ideas for adopting art instruction to the needs of handicapped children in regular and special education classes. (JD)

Described are the development, evolution, and creative art activities of a summer camp for handicapped, learning disabled children--Learning through Creative Arts With Handicapped Children--in Ashville, New York. (KC)

The article summarizes 12 group sessions intended to decrease inappropriate behavior and increase the self-esteem of 10-12 learning-disabled seventh and eighth graders. Art projects culminating in a group mural were a prominent part of the group activities. (DB)

This article explores art as a vehicle for self-expression in students with emotional disturbances. Art activities can help students understand themselves and empathize with others and can help educators understand students' feelings. Activities are presented for focusing on negative and positive feelings and on ambivalent feelings. (JDD)

Art therapy involving 10 weekly sessions improved the peer relationships and socialization skills of six 10-year-old emotionally disturbed boys. (BRT)

The visual arts can be employed as a counseling vehicle for gifted, creative, and talented students. Color, image proportion, subject matter, and texture in student art facilitate assessment and guidance. Craft, drawing, painting, photography, printing, design, and sculpture activities which could help in this process are briefly described. (CB)

Access to the arts requires facilities, programs, and services that enable the handicapped to participate in all kinds of art. Some training programs for special education teachers and classroom teachers are described. (Author/MLF)

Contends that art therapy promotes mental health beyond diagnosing and treating illness. Outlines four overlapping ways that art contributes to mental health: (1) giving people a sense of identity and place; (2) conferring status; (3) expanding and directing thought processes; and (4) utilizing the security of the rhythmic "takeover"…

This article discusses the use of visual arts activities to help young children cope with separation anxiety and sibling rivalry. Addressed to preschool and elementary school teachers seeking therapeutic classroom activities, the article suggests ways of using children's literature as starting points for drawing activities focused on anxiety…

Maintains that art therapy encompasses the areas of mental health and art education. Presents a case study of three sisters from a family with a history of sexual abuse and illustrates how art therapy was used as part of their overall treatment. (CFR)

Presents three studies of children's ability to create and detect expressions of emotion in drawings. Compared to younger children, older children used more strategies, experimented with line and color, and were more likely to explore themes of death, aging, and illness. Includes sample drawings and statistical tables. (MJP)

This resource book is intended to assist special education teachers in planning art lessons to meet specific goals. It is divided into sections covering mild and moderately handicapped students, severely and profoundly handicapped students, and student with specific sensory handicaps. Each section discusses definitions and characteristics of the…

Asserts that art teachers must be prepared to understand and work with persons with disabilities. Describes a one-semester pilot program for art education students designed to examine what kinds of academic preparation and practicum experiences are needed. (CFR)