Experiences of educational professionals in an OT-led universal design for the arts workshop, 2025

Item — Call Number: MU Thesis Sto

Identifier: b7932442

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Occupational Therapy program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Occupational Therapy degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2025

Creator

Storino, Francesca D. (Francesca Dominique) (2001- ) (Author, Person)
Bahr, Elisabeth (Thesis advisor, Person)
Garcia, Andrea (Thesis advisor, Person)
Patro, John (1985- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 43 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Background [:] Children with developmental disabilities often face barriers to participating fully in school-based art programming due to inadequate teacher training and limited access to accessible materials for improved participation. To foster inclusion, it is essential to explore how professional development for art instructors can enhance their ability to adapt materials and environments for all learners.

Methods [:] This mixed-methods, quasi-experimental exploratory study examined art instructors’ experiences before and after a one-hour workshop on adapting art materials for students with developmental disabilities. The workshop included an educational presentation and hands-on activities. Twenty-five participants completed pre- and post-test surveys assessing self-reported knowledge and self-efficacy. Quantitative data were analyzed using independent samples t-tests, and qualitative responses were evaluated through Braun and Clarke’s thematic analysis.

Results [:] Statistically significant increases were found in both self-reported knowledge (p .001, Cohen’s d = -1.76) and levels of self-efficacy in adapting equipment (p ˂ .001, Cohen’s d = -1.49) following the workshop. A thematic analysis of open-ended responses revealed four major themes: Experiential Learning, Adaptation and Accessibility, Self-Reported Improvements in Confidence, and Experience-Informed Perspectives on Inclusive Practice. Findings suggest experiential, hands-on professional development increases educators’ confidence and capacity to create inclusive art environments.

Conclusion [:] This exploratory study underscores the importance of continued professional development and interdisciplinary collaboration. Future research should investigate the long-term impact of inclusive training workshops on classroom practices and student outcomes. Additionally, the next steps would be to pilot this program with a larger group of art educators to validate and build upon exploratory findings.

Keywords: arts education, developmental disability, occupational therapy, inclusion, school-aged children, the arts, Universal Design for Learning, and assistive technology.