The Effectiveness of a Computer-Based Art Teaching Program on Space Representation of Pupils with Cerebral Palsy
The study investigated the effectiveness of computer-based art teaching on space representation of pupils with cerebral palsy. The subjects were three students with cerebral palsy from Special School. The single-subject experimental design of multiple probe design across subjects was used to evaluate the effects. The independent variables were computer-based art curriculum with special joystick, and the dependent variables were the score of space representation on art work.
Results show that there was a significant progress during the intervention period in their performance (Wilcoxon Signed-Rank, W = 0, p=.05), but there was no significant change during the baseline phase (W = 9 p>.05). We can see a little improvement in production during baseline phase, while there will be a large increase in performance during intervention phase. This is because that the intervention phase （art teaching）having more effect than self-learning practice (baseline) due to the intervention (art teaching) being more effective than self-practice (baseline). In other words, pupils had already learned during the intervention (Art teaching). At the maintain phase, pupils did maintain their performance at all most the level of the end of the intervention.
Results indicated that disabled children’s experience of Art can be improved to produce representation of space on the screen. The study supports the view that the integration of visual and tactile components is vital for teaching and learning Art. This means computer-based Art teaching could be of great benefit to children with cerebral palsy in Art education.
Keywords: Computer-Based Art Teaching, Pupils with Cerebral Palsy, Space Representation
Dr. Shwuling Lee
Assitant Professor, Department of Special Education, National Taipei University of Education
Art Teacher, National Homei Experimental School