69
Hadary, D. E., Hadary, S. H., & Cohen, S. H. (1978). Laboratory science and art for blind, deaf,
and emotionally disturbed children: A mainstreaming approach Baltimore: University Park
Press, 1978.
Heller, J. (1983). A concrete mainstreaming experience: Cementing relations through art.
Teaching Exceptional Children, 15(2), 90-93.
Henley, D. R. (1990). Adapting art education for exceptional children. School Arts, 90(4), 18-20.
Hurwitz, A. & Day, M. (2007). Children and their art: Methods for the elementary school San
Diego, CA: Harcourt Brace Jovanovich
Kraft, M. (2004). Least restrictive environment: Policy analysis and case study of a high school
art class. Visual Arts Research, 30(1), 22-34.
Legal Information Institute. (2004). Retrieved from
https://www.law.cornell.edu/uscode/text/20/1400
Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for
including children with Autism spectrum disorder in mainstream classrooms. International
Journal of Inclusive Education, 18(2), 101-122. doi:10.1080/13603116.2012.758320
Lisenco, Y. (1971). Art not by eye; the previously sighted visually impaired adult in fine arts
programs. New York, NY; American Foundation for the Blind, Inc.
Lund, P. A., & Massey, L. (2004). Art teacher preparation and learners with exceptional needs.
Visual Arts Research, 30(1), 53-58.