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The effects of late arts education on adults with early visual disabilities

By Simon Hayhoe

Abstract

In this study, non-participant observations of visually disabled adult students in extra mural arts education are analysed through Walter Doyle's theory of ambiguity and risk in classroom tasks. This study finds these students attempted to avoid activity, or re-negotiate lecturers' expectations, when their performance became especially threatening to their self-esteem. Additionally, it was found that lecturers were often reluctant to push their students as soon as they realised this risk to them. These results appear to show a phenomenon similar to learned helplessness

Topics: HV Social pathology. Social and public welfare. Criminology, LC Special aspects of education
Publisher: Routledge
Year: 2000
DOI identifier: 10.1076/1380-3611(200009)6:3
OAI identifier: oai:eprints.lse.ac.uk:29524
Provided by: LSE Research Online
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