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By A. Wexler

Through concentrating on teenagers and adults with disabilities, every one contributor deals severe study which demanding situations the non-transferable divide among us and them , encouraging paintings lecturers, therapists, critics, and normal readers alike to discover their biases concerning the nature of paintings and schooling.

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Additional resources for Art Education Beyond the Classroom: Pondering the Outsider and Other Sites of Learning

Sample text

I returned the next day for my first “demonstration” class. I asked for an hour and a half session with the special education sixth- and seventh-grade students most interested in art. 5 × 11 inch copy paper, number 3 Mongol pencils already sharpened, a boom box, and a collection of early hip-hop cassette tapes (Grandmaster Flash, Afrika Bambbatta’s Zulu Nation, and others). m. bell toward the huge metal door of Room 318. Then came the Bam! Bam! Bam! Opening the door, there they were: twelve 11- to 13-year-olds rushed in and took the seats at the one long table I had arranged in the center of the classroom.

Gently leaning shoulder to shoulder while she was busy elsewhere with other students. She also noted that R. J. appeared at her door each morning to check that she was there, a behavior the child psychoanalyst Margaret Mahler and her colleagues termed “checking back behavior” (1975). This relates to another related Mahlerian concept of “object constancy,” meaning the need to insure that the significant other has not inexplicably vanished and whose presence is as predictable as a cement truck. During the fifth month, R.

I returned the next day for my first “demonstration” class. I asked for an hour and a half session with the special education sixth- and seventh-grade students most interested in art. 5 × 11 inch copy paper, number 3 Mongol pencils already sharpened, a boom box, and a collection of early hip-hop cassette tapes (Grandmaster Flash, Afrika Bambbatta’s Zulu Nation, and others). m. bell toward the huge metal door of Room 318. Then came the Bam! Bam! Bam! Opening the door, there they were: twelve 11- to 13-year-olds rushed in and took the seats at the one long table I had arranged in the center of the classroom.

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