Triin Resik

• Teacher's experience in teaching students with special educational needs II and III school level in art class
• Tutor: Helin Puksand PhD

The number of students with special educational needs (hereinafter SEN) in Estonia is
growing every year. Art lessons are taken as not academic subjects, and art teachers are
overwhelmed. As students with SEN are referred in a regular class or together with another
small class in art, the aim of my master’s thesis was to find out what are teacher’s experiences
is in teaching students with SEN in II and III school level in art to provide an overview of
art teachers’ needs. Based on the objective, the research questions are:

1. What are the teachers’ experiences in teaching students with SEN in art classes?
2. How are students with SEN really divided into classes?
3. Why is art important for students with SEN?
4. What are the needs of teachers when teaching students with SEN?

It was phenomenological qualitative research that gathered teachers’ experiences through
interviews. The sample included 11 art teachers from different schools with an average
length of service of approximately 15 years.
The aim of the interview was to find out the teachers’ experience in teaching students with
special educational needs and what they would need to feel more confident. The interview
was structured from broader questions to narrower ones. I started from my own questions,
but I adapted them to the specifics of the teacher and the school.

During the interview, I researched teachers’ thoughts about students with SEN in art class,
how they are helped at school, what is the most difficult thing about teaching students with
SEN and what is the most rewarding. I also considered it important to know length of service
and educational attainment.
The experiences of teachers in teaching students with special educational needs in art classes
were similar in cross – section, it is felt that art classes are not valued enough. There were
also many different discoveries, such as how small classes are combined or there are
students on the lists who have not been seen by an art teacher, but still must get a grade for
art somewhere. It was also not clear why the importance of art among students with SEN
still needs to be proven in 2022, when research has highlighted this for decades. It is also
necessary to think about how art teachers would feel more valued.