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

Hayhoe, Simon (2000) The effects of late arts education on adults with early visual disabilities. Educational Research and Evaluation, 6 (3). pp. 229-249. ISSN 1380-3611

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Identification Number: 10.1076/1380-3611(200009)6:3;1-A;FT229


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.

Item Type: Article
Official URL:
Additional Information: © 2000 Taylor & Francis Group
Divisions: CPNSS
Subjects: H Social Sciences > HV Social pathology. Social and public welfare. Criminology
L Education > LC Special aspects of education
Sets: Research centres and groups > Centre for Philosophy of Natural and Social Science (CPNSS)
Date Deposited: 14 Oct 2010 15:56
Last Modified: 12 Aug 2021 23:10

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