Art for All: A Study on the Art Educator’s Role in Inclusive Art Programs for People with Disabilities within Museums and Community Art Institutions

Abstract

Traditionally, museums and community art institutions can be uncomfortable, restrictive places for people with disabilities. With increased legislation and scholarship looking toward art education as a site for inclusive educational practices for people with disabilities, art institutions are tasked with creating accessible programs. However, often a lack of staff, institutional support, or knowledge can make these programs lacking and leave participants disappointed. This case study presents three art programs I have created or participated in: an after-school art program at a school for hearing and visually impaired youth, a museum internship program and accessible programming for adults, and a day-program art studio serving adults with intellectual and developmental disabilities. The three sites and programs are described in detail using autoethnography, then evaluated for instructive themes and suggestions based on personal experience. This research study aims to promote inclusive art programs while offering a guide for other art educators. Site description and supplemental theory is complemented by arts-based research incorporating theory, practice, and artistic inquiry into the research process. In this study, I reflect on two years of teaching experiences within museum and community art programs with a focus on working with people with disabilities. Using these experiences, existing scholarship, and arts-based research, I illustrate how art educators can be more inclusive of people with disabilities within their museums and community art programs.