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Splashes of light: Parents of children with dyslexia explore experiences through visual arts

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Abstract

This article examines the critical disability praxis grounding a research study that explored the lived experiences of parents of children with dyslexia through in-depth interviews and arts-based focus group. The participants engaged in visual arts practices to create provoking images of the issues facing themselves or their families. This multimodal experience became an opportunity for the participants to raise awareness of the needs of families with learning disabilities. This article focuses on two parent-artists who created visual pieces that shared a thematic focus on darkness and light. Both pieces contribute to a deeper understanding of the challenges and difficulties that these parent-artists encountered, but also gave them the opportunity to voice the more affirmative and empowering aspects of their experiences.
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Keywords: arts-based pedagogy; arts-based research; critical disability theory; dyslexia; parent experiences; visual arts and learning disabilities

Document Type: Research Article

Affiliations: 0000000459311313 University of Manitoba, Canada

Publication date: March 1, 2020

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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