Positively Different: Art and Design in Special Education

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This article explores issues of ‘difference’ in terms of identity for disabled pupils, including those with special educational needs in the context of art and design education. By focusing on body image and fashion, positive and negative views of those with a different identity, in relation to inclusion and visibility, in society and formal schooling are addressed. Inclusive values for those in a special school are identified and promoted with reference to a particular project in art and design.

Document Type: Research Article

DOI: http://dx.doi.org/10.1111/1468-5949.00364

Affiliations: 1: The University of Brighton 2: Institute of Education, University of London

Publication date: October 1, 2003

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