This paper focuses on a project in teacher education through art activities at the undergraduate level. The main theme is art activities by university students and multiple and severe handicapped students. This project has two significant points for the preparation of special education teachers. One point is the opportunity for field work. Even students majoring in special education have insufficient opportunities for field research in places where there are multiple handicapped students because of restricted accessibility, including limitations attributable to medical care. The other point concerns professional learning. In the Japanese system, certification for special education teachers is based on that of regular schools. The students learn about the subject knowledge with non-disabled students in mind, so they have a few chances to learn and inquire about pedagogical content knowledge for severely handicapped students. Both qualitative and narrative analysis has been attempted in this research. The main topics are the university students' awareness and recognition of the communication styles--including non-verbal ones--of the multiple handicapped, and the change in students' views regarding multiple handicapped students' learning and activities through the art activities.
Murayama, T. (2016). Pedagogical Content Knowledge in Special Needs Education: A Case Study of an Art Project with the Multiple/Severe Handicapped. Universal Journal of Educational Research, 4(6), 1282–1287. https://doi.org/10.13189/ujer.2016.040605