Viewpoints
Creative Art Therapy/ Special Education in Higher Education:
Toward an Interdisciplinary Model
Joan Bloomgarden, PhD, ATR-BC, Cold Spring Harbor, NY and Diane Schwartz, EdD, Islip, NY
(Introduction only)
The art therapist and the special education professional may be isolated and lonely in their fields. Members of these disciplines are often a minority, with only one or a few professionals in a particular facility or school. Building connections within one’s own field is essential, but it is also desirable to develop a sense of belonging with others who are in related fields, face similar struggles, and have similar aspirations.
Both the art therapist and special education teacher work with children identified under Public Law (PL 105-17) as children with special needs. Referring to these children and their right to an education, the American Art Therapy Association (Shostak, 1985) said: "the pressing needs of these youngsters call for unique educational and related services applications" (p.15). One of these is the interdisciplinary model, which promotes collaboration as professionals continue to provide direct services independently.
The special education teacher and the art therapist are committed to the growth and development of all children. They use their professional skills for assessment, diagnosis, and intervention services with the intention of creating and implementing programs to remediate problems. With combined professional skills, each of these practitioners, working with the same child, can support and complement each other’s discipline. By learning one another’s approach, techniques, and perspective, they can help the child overcome obstacles that often impede educational success. "There is no question that teaming across disciplines is a necessary part of services for young children" (Howard, Williams, Port, & Lepper, 1997, p.29).
Art Therapy: Journal of the American Art Therapy Association. Vol 14 (4), 1997, pp. 279