Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Roy Thurston
Second Advisor
Franny Zawadzki
Third Advisor
Shushan Vardanyan
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Students with autism spectrum disorder (ASD) are often misunderstood because of challenges in communication, social-emotional development, and sensory processing. Neuroscience research highlights that individuals with ASD process information and stimuli differently, particularly in areas related to sensory integration, executive functioning, and emotional regulation. Traditional educational methods often isolate these students from their neurotypical peers, reducing opportunities to engage meaningfully with standards-based curricula. Integrated arts education offers an alternative approach, aligning with neuroscience principles by engaging multiple brain regions through movement, rhythm, imagery, and creativity, allowing students with ASD to demonstrate their learning through project-based and creative experiences that meet diverse needs. This study examines the potential of incorporating arts (theatre, music, visual arts, and dance) into general education classrooms to ensure students with ASD are achieving academic success in their least restrictive environment (LRE). The findings aim to help educators develop strategies to use art as a tool for engagement, understanding, and social-emotional growth, ultimately creating more inclusive learning environments.
Recommended Citation
Harrison, Karen Denise, "Exploring Integrated Arts Education for Students with Autism" (2026). Electronic Theses and Dissertations. 8827.
https://egrove.olemiss.edu/etd/8827