CONNECTICUT STATE DEPARTMENT OF EDUCATION

DIVISION OF EDUCATIONAL PROGRAMS AND SERVICES

BUREAU OF SPECIAL EDUCATION AND PUPIL SERVICES

ART, DANCE, DRAMA, MUSIC,

PHOTOGRAPHY, PUPPETRY
AND SPECIAL EDUCATION

January 1980 – December 1989

&
January 1990 – June 2000
Compiled by:
Steve Krasner
SERC
25 Industrial Park Rd.
Middletown, CT 06457
(860) 632-1485
www.ctserc.org

1
 Amir, D., & Schuchman, G. (1985). Auditory training through music with hearing-
impaired preschool children. Volta Review, 87(7), 333-343.

Astell-Burt, C. (1981). Puppetry for mentally handicapped people. Cambridge,

MA: Brookline Books. (791.53 AST - Book).

Atkins, W., & Donovan, M. (1984). A workable music education program for the
hearing impaired. Volta Review, 86(1), 41-44.

Atterbury, B.W. (1984). Music teachers need your help. Journal of Learning
Disabilities, 17(3), 75-77.

Banks, G. (1985). "And dance like a wave of the sea". Perspectives for Teachers
of the Hearing Impaired, 4(1), 2-3.

Behr, M.W. (1979). Drama integrates basic skills: Lesson plans for the learning
disabled. Springfield, IL: Charles C Thomas. (371.9 BEH - Book).

Bernstein, B. (1985). Becoming involved: Spolin theatre games in classes for the
educationally handicapped. Theory into Practice, 24(3), 219-223.

Berry, A. (1986). Recording outcomes of self-expression activity for special child

groups. Art Education, 39(5), 14-18.

Blandy, D., Pancsofar, E., & Mockensturm, T. (1988). Guidelines for teaching art to
children and youth experiencing significant mental/physical challenges. Art Education,
41(1), 60-66.

Bottari, S.S., & Evans, J.R. (1982). Effects of musical context, type of vocal
presentation, and time on the verbal retention abilities of visual-spatially oriented and
verbally oriented learning disabled children. Journal of School Psychology, 20(4),
329-338.

Boxell, E.H. (1985). Music therapy for the developmentally disabled. Rockville,
MD: Aspen. (615.851 BOX - Book)

Bridges, B.R. (1986). Images, imagination, creativity and the TMR. Art
Education, 39(1), 12-13.

Bromley, K.D. (1984). Song picture books and the language disabled child.
Teaching Exceptional Children, 16(2), 114-119.

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 Broussard, B.L., Russell, C.L., & Rose, S. (1985). Art education or arts and
crafts...which one are we providing students. Perspectives for Teachers of the Hearing
Impaired, 3(4), 10-13.

Brown, P.W. (1986). A little bit of Broadway. Perspectives for Teachers of the
Hearing Impaired, 4(3), 19-22.

Brown, V. (1988). Integrating drama and sign language. Teaching Exceptional

Children, 21(1), 4-8.

Cafiero, J.M. (1989). Young adults with autism make music. Teaching
Exceptional Children, 21(4), 40-43.

Centre for Studies on Integrated Theatre Workshop. (1989). Chicken shed

integrated theatre workshop. Factsheet. London, England: Author.
(ED 314 899 – Microfiche, 13 pages)

Chamberlain-Rickard, P. (1982). The use of creative movement, dramatics, and

dance to teach learning-objectives to the hearing-impaired child. American Annals of
the Deaf, 127(3), 369-373.

Chin, D.L (1988). Dance movement instruction: Effects of spatial awareness in

visually impaired elementary students. Journal of Visual Impairment and Blindness,
82(5), 188-192.

Clarke, D. (1988). Music hath charms. AcademicTherapy, 24(1), 69-77.

Clements, C.B., & Clements, R.D. (1984). Art and mainstreaming: Art
instruction for exceptional children in regular classes. Springfield, IL: Charles C
Thomas. (371.9044 CLE - Book).

Copeland, B. (1984). Mainstreaming art for the handicapped child: Resources for
teacher preparation. Art Education, 37(6), 22-29.

Crain, C., McLaughlin, J., & Eisenhart, M. (1983). The social and physical effects
of a 10-week dance program on educable mentally retarded adolescent. Education and
Training of the Mentally Retarded, 18(4), 308-312.

Currant, N. (1985). The expansive educational value of puppets. Academic

Therapy, 21(1), 55-60.

Dalke, C. (1984). There are no cows here: Art and special education together at last.
Art Education, 37(6), 6-9.

Davies, D.G (1985). Hand, finger, and shadow...the wonderful world of puppets.
Perspectives for Teachers of the Hearing Impaired, 3(5), 14-16.

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 Davies, D.G. (1984). Utilization of creative drama with hearing-impaired youth.
Volta Review, 86(2), 106-113.

DeChiara, E.D. (1982). A visual arts program for enhancement of the body image.
Journal of Learning Disabilities, 15(7), 399-405.

Dempsey, J. (1985). The play's the thing wherin we'll catch the conscience of a
Quinlan. Pointer, 29(3), 40-46.

Duerksen, G.L. (1981). Music for exceptional students. Focus on Exceptional

Children, 14(4), 1-11.

Evans, M.W., Dalena, C., & McCormick, B. (1989). Creative arts and the
exceptional student. Teaching Pre-K-8, 19(6), 58-59.

Frith, G.H., & Mitchell, J.W. (1983). Art education for mildly retarded students: A
significant component of the special education curriculum. Education and Training of
the Mentally Retarded, 18(2), 138-141.

Gallagher, P.A. (1983). Social skills and photography. Pointer, 27(3), 42-45.

George, S. (1985). Art from six to sixteen. British Journal of Special Education,
12(4), 163-165.

Geschwind, N. (1984). The brain of a learning-disabled individual. Annals of

Dyslexia, 34, 319-327.

Gfeller, K.E. (1986). Musical mnemonics for learning disabled children. Teaching
Exceptional Children, 19(1), 28-30.

Giangreco, M.F. (1983). Teaching basic photography skills to a severely

handicapped young adult using simulated materials. Journal of the Association for
the Severely Handicapped, 8(1), 43-49.

Gitter, L. (1983). Ideas for teaching art appreciation. Academic Therapy,

18(4), 443-447.

Guess-Welcker, S., & Trisset, D. (1986). We made time for Grandma Moses.
Perspectives for Teachers of the Hearing Impaired, 5(1), 2-4.

Gunsberg, A. (1988). Improvised musical play: A strategy for fostering social play
between developmentally delayed and nondelayed preschool children. Journal of Music
Therapy, 25(4), 178-191.

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 Haeny, K.I. (1989). Learning together through the arts. Educational Leadership,
46(6), 34-36.

Hajcak, F. (1980). Creativity for the retarded. Arts and Activities, 88(1), 64-66.

Harris, J. (1984). Puppets for fun and learning. Academic Therapy, 20(2),
247-249.

Heinisch, B.S., & Gerber, B.L. (1988). Questions art teachers ask about
mainstreaming special education students. Arts & Activities, 102(5), 49-59.

Heller, J. (1983). A concrete mainstreaming experience cementing relations through

art. Teaching Exceptional Children, 15(4), 90-93.

Heshusius, L. (1988). The arts, science, and the study of exceptionality.

Exceptional Children, 55(1), 60-65.

Hibben, J., & Scheer, R. (1982). Music and movement for special needs children.
Teaching Exceptional Children, 15(5), 171-176.

Hileman, L.R. (1985). Exploring drama with emotionally disturbed adolescents.

Pointer, 30(1), 12-15.

Hill, J., Brantner, J., & Spreat, S. (1989). The effect of contingent music on the in-
seat behavior of a blind young woman with profound mental retardation. Education and
Treatment of Children, 12(2), 165-173.

Hoshizaki, M.K. (1983). Teaching mentally retarded children through music.

Springfield, IL: Charles C Thomas. (371.928 HOS - Book).

Hoskins, C. (1988). Use of music to increase verbal response and improve

expressive language abilities of preschool language delayed children. Journal of Music
Therapy, 25(2), 73-84.

Hull, H., & Walker, R. (1984). Art in special education: A conversation with a
classroom teacher. Pointer, 29(1), 46-48.

Hume, S.C., & Hiti, J.A. (1988). A rationale and model for group art therapy with
mentally retarded adolescents. American Journal of Art Therapy, 27(1), 212.

Jennings, S. (Ed.) (1987). Dramatherapy: Theory and practice for teachers and
clinicians. Cambridge, MA: Brookline Books. (616.89165 JEN - Book).

Jones, R. (1986). Using art to help develop self-esteem for troubled youth. Art
Education, 39(1), 21-22.

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 Kelly, J., & Moore, P. (1980). The autistic child and art...the use of art in the
treatment of an 11-year old autistic boy. Arts & Activities, 88(1), 70-71.

Kimeldorf, M., & Lathim, R. (1982). Open auditions: Methods and scripts for
theatre by/with/for handicapped individuals. Portland, OR: Ednick Communications.
(792.02 KIM - Instructional Material/Book).

Kindel, M. (1985). Wheelchair dancer. Kaleidoscope, (10), 40-42.

Lagomarcino, A., Reid, D.H., Ivanic, M.T., & Faw, G.D. (1984). Leisure-dance
instruction for severely and profoundly retarded persons: Teaching an intermediate
community-living skill. Journal of Applied Behavior Analysis, 17(1), 71-84.

Laughton, J. (1988). Strategies for developing creative abilities of hearing-impaired

children. American Annals of the Deaf, 133(4), 258-263.

Levete, G. (1982). No handicap to dance. Cambridge, MA: Brookline Books.

(615.85155 LEV - Book).

Leyser, Y. (1984). Educational puppetry: A valuable instructional resource in

regular and special education. Pointer, 28(3), 33-36.

Madsen, C.K., Smith, D.S., & Feeman, Jr., C.C. (1988). The use of music in cross-
age tutoring within special education settings. Journal of Music Therapy, 25(3),
135-144.

Martin, A. (1987). Encouraging youngsters to discuss their feelings. Learning,

16(1), 80-81.

Martin, M. (1983). Success! Teaching spelling with music. Academic Therapy,

18(4), 505-507.

McCarthy, W.G (1985). Promoting language development through music.

Academic Therapy, 21(2), 237-242.

Meeker, A.M. (1985). "Empty Lizzie": Using the expressive arts as a tool for
dealing with anger. Pointer, 29(3), 31-34.

Miller, M.G. (1986). Art: A creative teaching tool. Academic Therapy,

22(1), 53-56.

Milne, N.M. (1981). Music and art activities for the physically or health impaired
student. Teaching Exceptional Children, 14(2), 73-74.

6
 Minner, S. (1981). Using photography as an adjunctive and creative teaching
approach. Teaching Exceptional Children, 13(4), 145-147.

Monagan, M. (1989). Special music by special kids.” Educational Leadership,

46(6), 20.

Morreau, L., & Anderson, F.E. (1984). Individualized education programs in art:
Benefit or burden? Art Education, 37(6), 10-14.

Morreau, L., & Anderson, F.E. (1986). Task analysis in art: Building skills and
success for handicapped learners. Art Education, 39(1), 52-54.

Necco, E., Wilson, C., & Scheidemantel, J. (1982). Affective learning through
drama. Teaching Exceptional Children, 15(1), 22-25.

Noah-Cooper, C.L., & Richards, R.G. (1983). Art therapy for an angry child: A
case study. Academic Therapy, 18(5), 575-581.

Omizo, M.M., & Omizo, S.A. (1988). Intervention through art. Academic
Therapy, 24(1), 103-106.

Palumbo, A.J. (1989). Puppetry adapted to special needs players” Puppetry practice
of Dr. Silly. B.C. Journal of Special Education, 13(3), 225-234.

Pazienza, J. (1984). Mainstreaming in art education: A case of the blind leading the
blind. Art Education, 37(6), 20-21, 38.

Peterson, C.R. (Ed.). (1989). Access to photography: Making photography

accessible to persons with exceptional educational needs. West DePere, WI: Saint
Norbert College. (ED 313 822 – Microfiche, 73 pages)

Raschke, D., & Gleissner, L. (1988). Top ten hit parade. Teaching Exceptional
Children, 20(3), 58-59.

Rickert, W.E. (1987). Disability in children's theatre. Kaleidoscope,(14), 25-28.

Rodriguez, S. (1985). Art for special needs...it's exceptional. Arts and Activities,
98(4), 44-46.

Rodriguez, S. (1984). The special artist's handbook: Art activities and adaptive
aids for handicapped students. Englewood Cliffs, NJ: Prentice-Hall.
(371.9044 ROD - Instructional Material/Book).

Rosenthal, J.M. (1985). Pla-act: A language remediation program. Columbus,

OH: Merrill Publishing Company. (372.622 ROS - Instructional Material/Kit).

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 Roussos, E. (1983). The therapuetic use of art to increase trust in troubled youth.
Pointer, 27(3), 46-47.

Schleifer, M.J. (Ed.). (1983). A star is born. Exceptional Parent, 13(4), 66-67.

Schleien, S.J., Ray, M.T., Soderman-Olson, M.L., & McMahon, K.T. (1987).
Integrating children with moderate to severe cognitive deficits into a community museum
program. Education and Training in Mental Retardation, 22(2),
112-120.

Schulberg, C. (1981). The music therapy sourcebook: A collection of activities

categorized and analyzed. New York: Human Sciences Press.
(615.837 SCH - Book).

Sheie, T.P. (1983). Photojournalism: Microcomputer text editing and photography:

Synthesis and divergence. American Annals of the Deaf, 128(5), 653-661.

Shennum, W.A. (1987). Expressive activity therapy in residential treatment: Effects

on children's behavior in the treatment milieu. Child and Youth Care Quarterly,
16(2), 81-90.

Smith, C.R., & Mofson, S. (1988). Adapting piano instruction. Teaching

Exceptional Children, 20(3), 22-25.

Smith, S.J. (1986). Art, fine motor, and cognitive ideas for special education.
Tucson, AZ: Communication Skill Builders.
(371.9 SMI - Instructional Material/Book).

Smith. S.L. (1988). The role of the arts in the education of learning-disabled
children. Pointer, 32(3), 11-16.

Snart, F., & Maguire, T. (1987). Effectiveness of the kids on the block puppets: An
examination. B.C. Journal of Special Education, 11(1), 9-16.

Spencer, S.L. (1988). The efficiency of instrumental and movement activities in

developing mentally retarded adolescents’ ability to follow directions. Journal of Music
Therapy, 25(1), 44-50.

St. John, P.A. (1986). Art education, therapeutic art, and art therapy: Some
relationships. Art Education, 39(1) 14-16.

Steiner, C. (1983). Art museums and the visually handicapped consumer: Some
issues in approach and design. Journal of Visual Impairment and Blindness,
77(7), 330-333.

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 Swenson, A.M. (1987). Art experiences for young children with severe visual
impairments. Education of the Visually Handicapped, 19(3), 120-120.

Taylor, J. (1982). Success through art in a learning disabilities class. Art and
Activities, 92(1), 52-53.

Thaut, M.H. (1988). Measuring musical responsiveness in autistic children: A

comparative analysis of improvised musical tone sequences of autistic, normal, and
mentally retarded individuals. Journal of Autism and Developmental Disabilities,
18(4), 561-571.

Tomlinson, R. (1982). Disability, theater and education. Bloomington, IN:

Indiana University Press. (792. TOM - Book).

Thompson, K. (1985), E.M.R. students...responding to their needs. Arts and

Activities, 97(1), 36-37.

Tomaszkiewicz, F. (1984) Studio photography as a device for behavior change. Art

Education, 37(6), 18-19.

Tyler, G.T. (1988). Ramesses exhibition made accessible. Journal of Visual

Impairment and Blindness, 82(6) 221-223, 225.

Vogli-Phelps, V. (1985). Letting the monsters out! Pointer, 29(3), 35-39.

Warger, C.L. (1985). Making creative drama accessible to handicapped children.

Teaching Exceptional Children, 17(4), 288-293.

Warren, B. (Ed.). (1984). Using the creative arts in therapy. Cambridge, MA:
Brookline Books. (615.851 WAR - Book).

Whitaker, M. (1985). Creativity and emotionally disturbed children: Teaching ideas.

Pointer, 29(3), 18-20.

Willmott, G. (1987). The kids on the block: Those "teaching puppets.

Kaleidoscope, (14), 21-24.

Yaffe, S.H. (1989). Drama as a teaching tool. Educational Leadership, 46

(6), 29-32.

Yuan-shih, P. (1984). The effects of arts and crafts education on hearing-impaired

children. Art Education, 37(6), 15-17.

Zinar, R. (1987). Music activities for special children. West Nyack, NY: Parker
Publishing Company. (371.9044 ZIN - Book

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 ART, DANCE, DRAMA, MUSIC,
PHOTOGRAPHY, PUPPETRY
AND SPECIAL EDUCATION
January 1990 – June 2000
Aber, M.E., Bachman, B., Campbell, P., & O’Malley, G. (1994). Improving
instruction in elementary schools. Teaching Exceptional Children, 26(3), 42-43, 46-50.

Alexander, K.C. (1990). Learning about feelings through classroom art activities.
Preventing School Failure, 35(1), 29-31.

Anderson, M.G. (1992). The use of selected theatre rehearsal technique activities
with African-American adolescents labeled “behavior disordered.” Exceptional
Children, 59(2), 132-140.

Bailey, S.D. (1993). Wings to fly: Bringing theatre arts to students with special
needs. Rockville, MD: Woodbine House. (791.087 BAI – Book)

Banks, J. (1992). An opera opportunity: Butterfly in the classroom. Perspectives

in Education and Deafness, 10(4), 12-16.

Bieber-Schut, R. (1991). The use of drama to help visually impaired adolescents

acquire social skills. Journal of Visual Impairment and Blindness, 85(8), 340-341.

Braithwaithe, M., & Sigafoos, J. (1998). Effects of social versus musical antecedents
on communication responsiveness in five children with developmental disabilities.
Journal of Music Therapy, 35, 88-104.

Brown, M.H., Althouse, R., & Anfin, C. (1993). Guided dramatization: Fostering
social development in children with disabilities. Young Children, 48(2), 68-71.

Buck, G.H., & Gregoire, M.A. (1996). It’s music to my ears! Teaching music-
related leisure skills to secondary students with disabilities. Teaching Exceptional
Children, 29(1), 44-47.

Byra, M., & Jenkins, J. (2000). Matching instructional tasks to learner ability: The
inclusion style of teaching. Journal of Physical Education, Recreation and Dance,
71(3), 26-30.

Campbell, D.G. (1992). 100 ways to improve teaching using your voice and
music: Pathways to acccelerated learning. Tuczon, AZ: Zephyr Press.

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(IM 371.9044 CAM – Instructional Material/Book/Audiocassette)

Caputo, R., A. (1993). Using puppets with students with emotional and behavioral
disorders. Intervention in School and Clinic, 29(1), 26-30.

Cardoso, P. (1991). Special friends. Exceptional Parent, 21(7), 20-24.

Carrigan, J. (1994). Paint talk: An adaptive art experience promoting

communication and understanding among students in an integrated classroom.
Preventing School Failure, 38(2), 34-37.

Carrigan, J. (1993). Painting therapy: A Swiss experience for people with mental
retardation. American Journal of Art Therapy, 32(20, 53-57.

Carroad, D.L. (1994). Shooting back. Children Today, 23(1), 16-19.

Chamalian, D., & Madley, R.H. (1999). It’s all about the music. Exceptional
Parent, 29(8), 72-74.

Clarkson, G. (1994). Creative music therapy and facilitated communication: New

ways of reaching students with autism. Preventing School Failure, 38(2), 31-33.

Colwell, C.M. (1998). Effects of information on elementary band students’ attitudes

toward individuals with special needs. Journal of Music Therapy, 35, 19-33.

Darrow, A.A. (1999). Music educators’ perceptions regarding the inclusion of

students with severe disabilities in music classrooms. Journal of Music Therapy, 36,
254-273.

Darrow, A.A., & Gfeller, K. (1991). A study of public school music programs
mainstreaming hearing impaired students. Journal of Music Therapy, 28(1), 23-39.

Darrow, A.A., & Johnson, C.M. (1994). Junior and senior high school music
students’attitudes toward individuals with a disability. Journal of Music Therapy,
31(4), 266-279.

Darrow, A.A., & Loomis, D.M. (1999). Music and deaf culture: Images from the
media and their interpretation by deaf and hearing students. Journal of Music Therapy,
36, 88-109.

Drill, J. (1996). Janet’s picks: Music, music, music, - everywhere, for everyone.
Teaching Exceptional Children, 28(4), 74-76.

Dunn, R. (1992). Music: A shared experience. British Journal of Special

Education, 19(3), 109-111.

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 Durand, V.M., & Mapstone, E. (1998). Influence of “mood-inducing” music on
challenging behavior. American Journal on Mental Retardation, 102, 367-378.

Edgerton, C.L. (1994). The effect of improvisational music therapy on the

comunicative behaviors of autistic children. Journal of Music Therapy, 31, 31-62.

Ford, S.E. (1999). The effect of music on the self-injurious behavior of an adult
female with severe developmental disabilities. Journal of Music Therapy, 36, 293-313.

Fowler, S.A., & Lewman, B. (1998). SPARK: Skills promoted through arts,
reading, and knowledge. Demonstration project. Final report. Urbana, IL:
University of Illinois, Department of Special Education.
(ED 417 526 – Microfiche, 134 pages)

Frei, C.E. (1999). Outlets of expression. Exceptional parent, 29(20, 54-57.

Frueh, E.R. (Ed.). (1997). Very special arts program prospectus, 1997.
Washington, DC: Very Special Arts. (ED 408 801 – Microfiche, 138 pages)

Gerber, B.L. (1994). Beyond drill and practice: Using the computer for creative
decisionmaking. Preventing School Failure, 38(2), 25-30.

Goldstein, H. (1993). Use of peers as communication intervention agents. Teaching

Exceptional Children, 25(2), 37-39.

Goldstein, H., & Cisar, C.L. (1992). Promoting interaction during sociodramatic
play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal
of Applied Behavior Analysis, 25(2), 265-280.

Graham, J. (1994). The art of emotionally disturbed adolescents: Designing a

drawing program to address violent imagery. American Journal of Art Therapy, 32(4),
115-121.

Green, J. (1995). The green book of songs by subject: The thematic guide to
popular music. Nashville, TN: Professional Desk References, Inc.
(016.782421640266 GRE – Book)

Gregory, D. (1998). Reactions to ballet with wheelchairs: Reflections of attitudes

toward people with disabilities. Journal of Music Therapy, 35, 274-283.

Henley, D. (1998). Art therapy in a socialization program for children with attention
deficit hyperactivity disorder. American Journal of Art Therapy, 37, 2-12.

Henley, D.R. (1992). Exceptional children, exceptional art: Teaching art to

special needs. Worcester, MA: Davis Publications, Inc. (371.9044 HEN - Book)

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 Henley, D. (1999). Facilitating socialization within a therapeutic camp setting for
children with attention deficits utilizing the expressive therapies. American Journal of
Art Therapy, 38, 40-50.

Herman, F., & Smith, J.C. (1992). Creatability: Creative arts for preschool
children with special needs. Tucson, AZ: Communication Skill Builders.
(IM 372.21 HER – Instructional Materials/Book)

Howell, R.D., Flowers, P.J., & Wheaton, J.E. (1995). The effects of keyboard
experiences on rhythmic responses of elementary school children with physical
disabilities. Journal of Music Therapy, 32, 91-112.

Humpal, M. (1991). The effects of an integrated early childhood music program on

social interaction among children with handicaps and their typical peers. Journal of
Music Therapy, 28(3), 161-177.

Hutinger, P.L. (1996). Expressive arts project of young children with disabilities.
Final report. Macomb, IL: Western Illinois University, School of Education.
(ED 409 682 – Microfiche, 25 pages)

Ivankovic, P., & Gilpatrick, I. (1994). Let’s start the music. Perspectives in
Education and Deafness, 12(5), 12-14.

Jellison, J.A., & Duke, R.A. (1994). The mental retardation label: Music teachers’
and prospective teachers’ expectations for children’s social and music behaviors.
Journal of Music Therapy, 31(3), 166-185.

Jellison, J.A., & Gainer, E.W. (1995). Into the mainstream: A case-study of a
child’s participation in music education and music therapy. Journal of Music Therapy,
32, 228-247.

Jones, L.L., & Cardinal, D.N. (1998). A descriptive analysis of music therapists’
perceptions of delivering services in inclusive settings: A challenge to the field. Journal
of Music Therapy, 35, 34-48.

Keller, T.S. (1999). “Instant” pictures help teach survival words. Teaching PreK-8,
30(1), 72-73.

Kempe, A. (1991). Learning both ways. British Journal of Special Education,

18(4), 137-139.

Khilnani, S., & Culhane, D. (1995). Linking sculpture to core subjects. Teaching
Exceptional Children, 27(4), 68-70.

13
 Klager, M. (1992). Nonverbal thinking and the problems of decoding exemplified
by artwork of people with developmental disabilities. American Journal of Art
Therapy, 31, 41-45.

Kunkle-Miller, C. (1990). Potentials and problems in establishing an art therapy

program in a residential school for children who are deaf. American Journal of Art
Therapy, 29, 34-41.

Library of Congress, National Library Service for the Blind and Physically
Handicapped. (1996). Music for blind and physically handicapped individuals. Fact
sheet. Washington, DC: Author. (ED 403 922 – Microfiche, 6 pages)

McCarty, T. (1994). An arts curriculum: One size does not fit all. Perspectives in
Education and Deafness, 13(1), 23.

McCavera, S. (1991). Music: Striking the right note. British Journal of Special
Education, 18(4), 146-148.

McGookey, K. (1992). Drama, disability, and your classroom. Teaching

Exceptional Children, 24(2), 12-14.

Miller, L.K., & Orsmond, G. (1994). Assessing structure in the musical explorations
of children with disabilities.. Journal of Music Therapy, 31, 248-265.

Montello, L., & Coons, E.E. (1998). Effects of active versus passive group music
therapy on preadolescents with emotional, learning, and behavioral disorders. Journal of
Music Therapy, 35, 49-67.

Mooneyham, J. (1992). ...And they danced! Perspectives in Education and

Deafness, 11(2), 12-13.

Murray, W. (1994). Face-to-face with feelings. Instructor, 103(8), 47-49.

National Clearinghouse for Professions in Special Education. (1997). Art therapist.

Careers in special education and related services. Reston, VA: Author.
(ED 420 977 – Microfiche, 5 pages)

Orsmond, G.I., & Miller, L.K. (1995). Correlates of musical improvisation in

children with disabilities. Journal of Music Therapy, 32, 152-166.

Park, K. (1998). Dickens for all: Inclusive approaches to literature and

communication with people with severe and profound learning disabilities. British
Journal of Special Education, 25, 114-118.

Platt, J.M., & Janeczko, D. (1991). Adapting art instruction for students with
disabilities. Teaching Exceptional Children, 24(1), 10-12.

14
 Polisar, B.L., Levine, D., & Novelli, J. (1994). Reach every child - teach with music.
Instructor, 103(7), 68-72.

Prentice, L., & Cousin, P.T. (1993). Moving beyond the textbook to teach students
with learning disabilities. Teaching Exceptional Children, 26(1), 14-17.

Riechmann, S. (2000). State Farm good neighbor award – Steve Brown: making
music for a lifetime. Teaching Exceptional Children, 32(3), 88.

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