Abstract:
This study explored the relationship between the Hillsborough County Public Schools Visual Art 1 curriculum, and the unlikeliness of students with visual impairments participating in art elective classes across the county. Research was done through the autoethnographic narrative storytelling, of a volunteer’s experience working with students with visual impairments on arts and crafts. Along with autoethnography, an in-depth textual analysis was done on the Visual Art 1 curriculum. In this investigation the organization and language within the curriculum was studied. The results of this study connect the studied elements of the curriculum with themes of inclusivity, accessibility, assumed ability, and more. Theoretical, societal, and academic implications are discussed in the context of this research.
