Date of Conferral

6-18-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Ross

Abstract

The problem addressed in this study was the lack of knowledge regarding art teachers’ perceptions of the social and emotional benefits of art classes for elementary school students with autism spectrum disorder (ASD). The purpose of this basic qualitative study was to explore elementary school art teachers’ perspectives regarding the social and emotional benefits of school-based art education for elementary school students with ASD. Schweizer et al.’s art therapy model was the conceptual framework. Semistructured interviews from 12 elementary school art teachers were used to collect data. Data were analyzed using axial coding procedures and thematic analysis. Results produced the following themes: (a) art teachers perceived that individualized instructions have social and emotional benefits for elementary students with ASD, (b) art teachers perceived that art education results in overall improvement among elementary students with ASD, (c) art teachers perceived that appropriate and targeted projects have social and emotional benefits for elementary students with ASD, (d) art teachers perceived that efforts were made to engage students in art class, (e) art teachers perceived that efforts were made to provide a consistent structure for students, and (f) art teachers perceived that efforts were made to help students with ASD achieve progress in art class. This study may contribute to social change by improving social and emotional factors for students with ASD based on elementary school art instruction. Educators and families of elementary students with ASD may use this study’s findings to raise awareness, expand funding, and promote arts programs at school and home, ultimately benefiting students with ASD.

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