The Art of Collaboration

Shepherd, Katharine G.; Kervick, Colby T.; Morris, Djenne-amal N.

doi:10.1007/978-94-6300-824-2

Cited by 5 publications

(3 citation statements)

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“…The teacher not only gives necessary and useful knowledge but also has to educate the student to find that knowledge and use it for public benefit charity. Excellent and necessary knowledge that is useful for physical and spiritual purposes in living together in collaboration (Ki Hadjar Dewantara, 2004;Shepherd et al, 2017).…”

Section: Make Autistic Children Become Subjects In Educationmentioning

confidence: 99%

Critics of the Tendency of Art Education for Autistic Children in Indonesia

Bayu Tejo Sampurno

2023

Artseduca

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This paper parses the problem that art education for autistic children in Indonesia is only a compliment. Furthermore, it invites us to explore the nature and essence of art education as a solution again. Art education, which offers the concept of play, actually becomes "mathematical" learning and removes the essence of creative freedom from art education itself. The teacher does not understand the nature and essence of art education, which causes a shift towards the objectification of autistic children as students. This is due to the fact that the paradigm of art education for children with autism in Indonesia is still a discourse. Thus, the intimacy between teacher and student is no longer visible. Therefore, this paper argues about the need to take specific steps towards understanding art education by art teachers, prospective art teacher-students, and parents. It aims to restore the essence and essence of fine arts education as a medium of expression that can help children with autism in expression, taste processing, creative power, and communication skills.

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Section: Make Autistic Children Become Subjects In Educationmentioning

confidence: 99%

Critics of the Tendency of Art Education for Autistic Children in Indonesia

Bayu Tejo Sampurno

2023

Artseduca

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“…If parents perceive themselves as ill-equipped and unsupported to perform the tasks related to their roles in intervention, e.g. : having to implement a home program without knowledge and skills support, they may intentionally limit their roles (Davies et al, 2017;Shepherd, Kervick & Morris, 2017). Parental stress and uncertainty can also limit parental engagement (Carroll & Sixsmith, 2016;Boshoff, Gibbs, Phillips, Wiles, & Porter, 2016) or cause parents to disengage purposefully as a coping mechanism (Shepherd et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…: having to implement a home program without knowledge and skills support, they may intentionally limit their roles (Davies et al, 2017;Shepherd, Kervick & Morris, 2017). Parental stress and uncertainty can also limit parental engagement (Carroll & Sixsmith, 2016;Boshoff, Gibbs, Phillips, Wiles, & Porter, 2016) or cause parents to disengage purposefully as a coping mechanism (Shepherd et al, 2017). Parental engagement thus appears to be fluid, involving periods of lower levels of involvement or temporary disengagement (Bright, et al, 2015;D'Arrigo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%