The The PowerPower of Dialogue: of Dialogue: Art’s Impact on Adolescents with Art’s Impact on Adolescents with Classic AutismClassic Autism

Amanda Newman-GodfreyAmanda Newman-GodfreyTeachers College Columbia Teachers College Columbia UniversityUniversity

A A PersonaPersonall and and ProfessionalProfessional Philosophy Takes RootPhilosophy Takes Root

Art education for students with exceptional needs deeply important Art education for students with exceptional needs deeply important to meto me

Engagement with materials and dialogue around works of art foster Engagement with materials and dialogue around works of art foster interpersonal and intrapersonal communication (Kellman, 2001)interpersonal and intrapersonal communication (Kellman, 2001)

Opportunity to engage with art materials or talk about works of art Opportunity to engage with art materials or talk about works of art not always component of special education framework (Gerber, not always component of special education framework (Gerber, 2010; Loesl, 2010; Guay, 1999; Dalke, 1984) 2010; Loesl, 2010; Guay, 1999; Dalke, 1984)

Making and talking about art can prompt verbal responses that Making and talking about art can prompt verbal responses that bridge the interior and exterior worlds of students with Autism bridge the interior and exterior worlds of students with Autism Spectrum Disorder (ASD) (Weed, 2005) Spectrum Disorder (ASD) (Weed, 2005)

A A RoadmapRoadmap to Discoveries & to Discoveries & QuestionsQuestions

How can dialogue around reproductions of art foster How can dialogue around reproductions of art foster expressive communication and descriptive language in expressive communication and descriptive language in adolescents with classic autism? adolescents with classic autism?

This pilot study shares how a dialogic process around This pilot study shares how a dialogic process around reproductions of art could impact verbal, emotional, and reproductions of art could impact verbal, emotional, and social skillssocial skills

Further research is in process with an expanded mixed-Further research is in process with an expanded mixed-methods case study and integrative literature reviewmethods case study and integrative literature review

TwoTwo Paths…Diverged or Paths…Diverged or Merged? Merged?

As a member of a school community that served individuals with As a member of a school community that served individuals with special needs, found two distinctive approaches taken by special special needs, found two distinctive approaches taken by special education colleagues when designing Individual Educational Programs education colleagues when designing Individual Educational Programs (IEPs) which drove the educational framework of the school(IEPs) which drove the educational framework of the school

The first approach is The first approach is clinical and pharmacologicaclinical and pharmacological in nature, using l in nature, using scientific-based methods to diagnose and treat the health of the body scientific-based methods to diagnose and treat the health of the body and maintenance of the mind and maintenance of the mind

The second approach considers the The second approach considers the whole personwhole person, including not only , including not only the nature and characteristics of a specific disability, but also social and the nature and characteristics of a specific disability, but also social and emotional needs emotional needs

Shared Goals? Shared Goals? PerhapsPerhaps……

Research suggests that no one approach is more successful than the Research suggests that no one approach is more successful than the other, nor must they be mutually exclusive (Drew and Hardman, other, nor must they be mutually exclusive (Drew and Hardman, 2007; Heward, 2006; Greenspan and Weider, 1998) 2007; Heward, 2006; Greenspan and Weider, 1998)

Both approaches share some common goals and aspirations such as Both approaches share some common goals and aspirations such as addressing the individual needs of a child and promoting the addressing the individual needs of a child and promoting the development of in-school and in-life skills development of in-school and in-life skills

How can both approaches be layered into a conceptual framework How can both approaches be layered into a conceptual framework while addressing individual and shared goals when applied to art-while addressing individual and shared goals when applied to art-based experiences? (Morreau and Anderson, 1984; Copeland, 1984; based experiences? (Morreau and Anderson, 1984; Copeland, 1984; Dalke, 1984; Clifford, 1981) Dalke, 1984; Clifford, 1981)

Guiding Ideas: Guiding Ideas: Considering a Considering a ThirdThird Approach Approach

Through practice and experience, thought about third Through practice and experience, thought about third approach to teaching art to students with ASD which approach to teaching art to students with ASD which considered both clinical and whole person needsconsidered both clinical and whole person needs

What emerged was a possible art education framework What emerged was a possible art education framework for examining the verbal language, emotional and for examining the verbal language, emotional and social development of a small group of adolescents social development of a small group of adolescents with classic autism with classic autism

JENNY JENNY

Jenny was identified by her teacher Jenny was identified by her teacher and in her IEP as being challenged in and in her IEP as being challenged in the ability to express emotions. It the ability to express emotions. It appeared as if the image triggered a appeared as if the image triggered a deep emotional response with deep emotional response with personal and reflective qualities personal and reflective qualities

Suzanne Valadon,Girl on a Small Wall (1930)

“I see a lady sitting. A lady looking at the flowers. A lady with her leg up. It feels soft. It reminds me of having peace and quiet. Watching the flowers. She’s thinking about someone who loved her. She feels sad”

EnteringEntering the Field: the Field: A Path to Even More A Path to Even More DiscoveriesDiscoveries

Personal experience with physical disability and a lifelong love of Personal experience with physical disability and a lifelong love of visual arts paved the way to discovering more about my students visual arts paved the way to discovering more about my students and myself and myself

Gave students space and time to explore the qualities of materials, Gave students space and time to explore the qualities of materials, and independence to develop an expressive voice and independence to develop an expressive voice

Lessons leveraged student abilities and interests with open-ended Lessons leveraged student abilities and interests with open-ended objectives, not designed with perceived limitations in mind objectives, not designed with perceived limitations in mind

Began to take third approach informed by both whole person needs Began to take third approach informed by both whole person needs like communication, social and emotional connectivity, but also like communication, social and emotional connectivity, but also clinical needs to ensure materials, space, etc. were accessibleclinical needs to ensure materials, space, etc. were accessible

Lessons Lessons LearnedLearned as as Artist then Teacher then Artist then Teacher then Researcher…Researcher…

Through personal exploration of art materials, I cultivated a trust Through personal exploration of art materials, I cultivated a trust in process, leaving room for unexpected outcomes and in process, leaving room for unexpected outcomes and remained flexibleremained flexible

Approach unsettled some of my special education colleagues Approach unsettled some of my special education colleagues however I cautioned against modeling art-making or art productshowever I cautioned against modeling art-making or art products

Art classes framed student engagement in a way that provided Art classes framed student engagement in a way that provided freedom to explore and authority over choices and actions freedom to explore and authority over choices and actions

As students settled into this new way of working, saw a shift in As students settled into this new way of working, saw a shift in their behavior, actions, language, and independence, especially their behavior, actions, language, and independence, especially for students with ASDfor students with ASD

That Began to That Began to ForgeForge a New a New PathPath

By recognizing the need of the whole person to have an By recognizing the need of the whole person to have an open-open-endedended and and active circuit active circuit into the larger world, instead of only into the larger world, instead of only responding to the closed-circuit symptoms of a particular responding to the closed-circuit symptoms of a particular disability, art activities became a vehicle for students to connect disability, art activities became a vehicle for students to connect with their whole selfwith their whole self

Student voices and personal reflections led me to question what a Student voices and personal reflections led me to question what a third, less traveled road of an art education framework might look third, less traveled road of an art education framework might look like that merges educational, social, emotional, and quality of life like that merges educational, social, emotional, and quality of life needsneeds

NICKNICK

Nick did not communicate easily Nick did not communicate easily with his peers, however, upon with his peers, however, upon seeing a picture of a garden, he seeing a picture of a garden, he recounted to his conversational recounted to his conversational partner a personal story about partner a personal story about how he plants in his garden with how he plants in his garden with his mother and brother his mother and brother

“I see three girls and a bunch of flowers. I think they are just walking through a garden. Like when I am planting my garden at home with my family. [I feel] excited. It makes me feel overwhelmed.”

Claude Monet, Son Jardin a Vetheuil (1880)

InitialInitial Research Research QuestionsQuestions

What might the nature of students’ verbal responses be to three sets What might the nature of students’ verbal responses be to three sets of reproductions of naturalistic paintings that addressed themes such of reproductions of naturalistic paintings that addressed themes such as people doing things together, single subject portraits, and children as people doing things together, single subject portraits, and children singularly or in groups? singularly or in groups?

Would the different themes elicit distinctive responses and if so, how Would the different themes elicit distinctive responses and if so, how might students’ responses vary when considering the different might students’ responses vary when considering the different dimensions of the paintings such as color, shape, or composition? dimensions of the paintings such as color, shape, or composition?

How might the use of descriptive verbal language such as adjectives, How might the use of descriptive verbal language such as adjectives, adverbs and feeling words or the expression of social and emotional adverbs and feeling words or the expression of social and emotional connections to the imagery be impacted over the four-month period connections to the imagery be impacted over the four-month period of the pilot study? of the pilot study?

Where the Paths May Where the Paths May MergeMerge

Developmental approach to art education encourages self-Developmental approach to art education encourages self-expression, and fosters connections to the inner-self and outer expression, and fosters connections to the inner-self and outer world (Lowenfeld and Brittain, 1987; Hurwitz and Day, 1995)world (Lowenfeld and Brittain, 1987; Hurwitz and Day, 1995)

It assumes holistic method to improving a student’s in-school and It assumes holistic method to improving a student’s in-school and in-life skills by fostering critical thinking skills, creative problem in-life skills by fostering critical thinking skills, creative problem solving, and imagination (Lowenfeld and Brittain, 1987; Hurwitz solving, and imagination (Lowenfeld and Brittain, 1987; Hurwitz and Day, 1995)and Day, 1995)

Above goals can be applied and supported in the field of special Above goals can be applied and supported in the field of special education which strives to make every child the most successful, education which strives to make every child the most successful, most functional, and most independent most functional, and most independent

The Path Diverges The Path Diverges Again: Again: TwoTwo Understandings of Understandings of ASDASD

There are two primary understandings of disability which There are two primary understandings of disability which guide philosophical, pedagogical and therapeutic practicesguide philosophical, pedagogical and therapeutic practices

The Medical Model (AAIDD, 2010; DSM-IV Criteria)The Medical Model (AAIDD, 2010; DSM-IV Criteria) The Social or Individual Model (UPIAS; Oliver, 1975)The Social or Individual Model (UPIAS; Oliver, 1975)

Much controversy exists not only in the definition of ASD, but Much controversy exists not only in the definition of ASD, but also in terms of necessary educational supports, adaptations also in terms of necessary educational supports, adaptations to the environment, and behavior interventionsto the environment, and behavior interventions

The The ClinicalClinical Face of ASD Face of ASD

Group of developmental disabilities characterized by atypical Group of developmental disabilities characterized by atypical development in socialization, communication, and behavior development in socialization, communication, and behavior expressed by delays in cognitive functioning, sensory reception, expressed by delays in cognitive functioning, sensory reception, learning skills, and attention to tasklearning skills, and attention to task

Diagnosis through clinical observation of child’s development by Diagnosis through clinical observation of child’s development by medical and educational specialists using diagnostic tools and DSM-medical and educational specialists using diagnostic tools and DSM-IV criteriaIV criteria

Includes classic autism, Asperger syndrome, childhood Includes classic autism, Asperger syndrome, childhood disintegrative disorder, Rett syndrome, and pervasive disintegrative disorder, Rett syndrome, and pervasive developmental disorder-not otherwise specified (PDD-NOS) (AAIDD, developmental disorder-not otherwise specified (PDD-NOS) (AAIDD, 2010)2010)

JOSHUAJOSHUA

Joshua appeared to have made a Joshua appeared to have made a personal connection to an activity personal connection to an activity he enjoys and considered the he enjoys and considered the feelings of others, a quality not feelings of others, a quality not typically associated with students typically associated with students with ASD. He was also able to with ASD. He was also able to respond to a topic introduced by respond to a topic introduced by the imagery, not by himself the imagery, not by himself

“A man who is playing a guitar. I play keys on a keyboard. That music is good for our ears and our hearts. He feels happy because he likes his instrument. It makes me feel joy and happy like a musical genius, like a rapper.”

Pablo Picasso, The Old Guitarist (1903)

Two-Dimensional Two-Dimensional View of Classic View of Classic AutismAutism

Medical diagnosis of autism includes: deficits in planning skills, social Medical diagnosis of autism includes: deficits in planning skills, social interactions, functional communication, and cognitive ability. Behavior interactions, functional communication, and cognitive ability. Behavior issues: stereotypical and self-injurious behavior, mood swings, issues: stereotypical and self-injurious behavior, mood swings, aggression, and anxiousness (AAIDD, 2010) aggression, and anxiousness (AAIDD, 2010)

Adolescence in ASD brings almost as many shifts in development as Adolescence in ASD brings almost as many shifts in development as seen in young childhood, however, the emotional, social, and cognitive seen in young childhood, however, the emotional, social, and cognitive impact creates greater ripples in the formation of identity and impact creates greater ripples in the formation of identity and integration into society and adulthood (Dotson, Leaf, et al., 2009)integration into society and adulthood (Dotson, Leaf, et al., 2009)

With communication, individuals may experience verbal language With communication, individuals may experience verbal language delays, are challenged to follow conversational cues, have difficulty delays, are challenged to follow conversational cues, have difficulty initiating and sustaining dialogue, and have impaired social skills (also initiating and sustaining dialogue, and have impaired social skills (also know as social reciprocity) (Greenspan and Weider, 1997) know as social reciprocity) (Greenspan and Weider, 1997)

The The Whole Person Whole Person of ASDof ASD

Controversy has led to the development of a social/individual Controversy has led to the development of a social/individual model of ASD that considers the whole person along side of model of ASD that considers the whole person along side of medical diagnoses and behavior characteristicsmedical diagnoses and behavior characteristics

Heward (2006) and Greenspan and Weider (1997) write that Heward (2006) and Greenspan and Weider (1997) write that children with ASD are loving, caring, thoughtful, and creativechildren with ASD are loving, caring, thoughtful, and creative

Disability advocates with Asperger syndrome, such as Disability advocates with Asperger syndrome, such as Temple Grandin (Visual Thinking) (1995) and Donna Williams Temple Grandin (Visual Thinking) (1995) and Donna Williams (Artism) (1998), have provided much insight into their world (Artism) (1998), have provided much insight into their world through personal reflections and professional presencethrough personal reflections and professional presence

The Path of The Path of AdolescenceAdolescence: : Influences, Interests, and Influences, Interests, and Artistic ExplorationArtistic Exploration

Adolescents naturally searching for ways to express feelings Adolescents naturally searching for ways to express feelings and ideas, fears and aspirations “about self and world”, as and ideas, fears and aspirations “about self and world”, as they explore through materials their connections to interior they explore through materials their connections to interior and exterior worlds (Burton, 1999)and exterior worlds (Burton, 1999)

Lowenfeld and Brittain (1987) framework can embrace needs Lowenfeld and Brittain (1987) framework can embrace needs of adolescent with classic autism with balanced approach of adolescent with classic autism with balanced approach between teenage interests, opportunities for expressive between teenage interests, opportunities for expressive outlets, and discussion and critique of artwork which could outlets, and discussion and critique of artwork which could provide a vehicle for the increased use of verbal language provide a vehicle for the increased use of verbal language

JOEYJOEY

Joey appeared to have read the Joey appeared to have read the image as a story, creating a image as a story, creating a narrative expressive of emotion and narrative expressive of emotion and the lack of a personal experience of the lack of a personal experience of riding in a boat. According to his riding in a boat. According to his teacher and IEP, Joey does not speak teacher and IEP, Joey does not speak long phrases nor does he understand long phrases nor does he understand social scenarios, however, he has social scenarios, however, he has apparently deciphered a familial apparently deciphered a familial relationship in this imagerelationship in this image

Mary CassattThe Boating Party (1893-1984)

“A mom, baby and a dad are riding in a boat ‘cause they want to go home. The man is rowing the boat trying to get the mom and the baby back home. Never been in a boat. They feel sad. Sad because they want to find a home.”

SocialSocial and and EmotionalEmotional World of World of AdolescentsAdolescents

Csikszentmihaly and Larson (1984) make crucial argument asking Csikszentmihaly and Larson (1984) make crucial argument asking educators to situate themselves in world of adolescents to educators to situate themselves in world of adolescents to comprehend trajectory, obstacles, and opportunities for young comprehend trajectory, obstacles, and opportunities for young people people

Their perspective helps teachers and researchers move away from Their perspective helps teachers and researchers move away from the clinical model of disability by considering social and emotional the clinical model of disability by considering social and emotional needs along side functional needs thereby encouraging whole needs along side functional needs thereby encouraging whole person approach person approach

The The ImportanceImportance of Looking: of Looking: Visual LearningVisual Learning

Berger (1977) and Arnheim (1969) provide ideas on how mind Berger (1977) and Arnheim (1969) provide ideas on how mind intakes visual information, processes it, makes meaning, and intakes visual information, processes it, makes meaning, and translates for understanding and applicationtranslates for understanding and application

Looking at and responding to works of art can strengthen and Looking at and responding to works of art can strengthen and enhance ability to translate visual imagery into verbal expressionenhance ability to translate visual imagery into verbal expression

Strengthening visual translation skills could serve verbal language Strengthening visual translation skills could serve verbal language well by providing more opportunities for expressionwell by providing more opportunities for expression

Arnheim (1969) stresses the importance of looking at art as a Arnheim (1969) stresses the importance of looking at art as a means of forging stronger connections to the world and to the means of forging stronger connections to the world and to the inner selfinner self

A Pilot Study: A Pilot Study: OpeningOpening the the DoorDoor

Taken with how “issues” disappeared with opportunity to explore Taken with how “issues” disappeared with opportunity to explore materials, experiment with personal meaning-making, and connect with materials, experiment with personal meaning-making, and connect with peers in open environmentpeers in open environment

Considered intersection of adolescence and ASD interesting space to Considered intersection of adolescence and ASD interesting space to observe behaviors, attitudes, and interests woven into the fabric of ASD observe behaviors, attitudes, and interests woven into the fabric of ASD

Adolescent age (14-18 yrs) for several reasons: Adolescent age (14-18 yrs) for several reasons:

Significant goal for transitional age IEPs is development of social and Significant goal for transitional age IEPs is development of social and life-skills, community access and prevocational readiness requiring life-skills, community access and prevocational readiness requiring functional verbal language functional verbal language

Majority of research on early childhood due to high success of Majority of research on early childhood due to high success of intervention techniques such as Applied Behavior Analysis (ABA)intervention techniques such as Applied Behavior Analysis (ABA)

TERRYTERRY

Terry used many descriptive Terry used many descriptive words such as colors and words such as colors and feelings to narrate the image. feelings to narrate the image. He typically uses abbreviated He typically uses abbreviated language patterns and language patterns and perseverates on his favorite perseverates on his favorite topic, Pokémontopic, Pokémon

“Kind of sad, I saw a man with his clothes on, brick red wall, and his jacket is brown and this baby is wearing brown too, the roof is black too. The man is upset, these two men are leaving, it makes him angry. Ben made this picture, it looks upsetting.”

Ben Shahn, Miner’s Wives (1968)

Mix in a Little Mix in a Little Methodology…Methodology…

Four-month bounded unit case study collecting and examining verbal Four-month bounded unit case study collecting and examining verbal responses of 6 students (1 female & 5 male) adolescents with classic autism responses of 6 students (1 female & 5 male) adolescents with classic autism (14-18 yrs)(14-18 yrs)

Facilitated dialogues in one-on-one and dyad settings using digital voice Facilitated dialogues in one-on-one and dyad settings using digital voice recorder to document verbal responses; transcripts generated to coderecorder to document verbal responses; transcripts generated to code

Sets of reproductions of paintings (19Sets of reproductions of paintings (19thth-21-21stst century artists) in 3 thematic century artists) in 3 thematic groups: groups:

Families or people doing things togetherFamilies or people doing things together

Portraits of single individuals or self-portraitsPortraits of single individuals or self-portraits

Children singularly or in groupsChildren singularly or in groups

And a And a LittleLittle More More Methodology…Methodology…

Mixed-methods approach to gather quantitative data using case Mixed-methods approach to gather quantitative data using case study with a multiple probe multiple baseline design, and study with a multiple probe multiple baseline design, and qualitative data using a standardized open-ended interview designqualitative data using a standardized open-ended interview design

Transcripts thematically coded using constant comparative Transcripts thematically coded using constant comparative method and examined for responses indicating student’s personal method and examined for responses indicating student’s personal experience, awareness of social framework, and emotional experience, awareness of social framework, and emotional expressivenessexpressiveness

Transcripts reviewed using observational codes and inter-scorer Transcripts reviewed using observational codes and inter-scorer agreement to determine use of adjectives, adverbs and feeling agreement to determine use of adjectives, adverbs and feeling wordswords

JUSTINJUSTIN

Justin appeared to have found a Justin appeared to have found a personal story in the image as his personal story in the image as his teacher said his bus is often late and teacher said his bus is often late and he stays at school. He stated his he stays at school. He stated his response clearly instead of response clearly instead of mumbling, a typical reaction mumbling, a typical reaction especially when asked a direct especially when asked a direct questionquestion

“The picture is walking from school. He stayed behind in school. Sad. Sad and mad.”

Jusepe de Ribera, The Club-Footed Boy

The Dialogic The Dialogic ProcessProcess

Encouraged the students’ exploration of the paintings in three Encouraged the students’ exploration of the paintings in three different layers by crafting questions that: different layers by crafting questions that:

(1) slowly drew students into the image by asking them to (1) slowly drew students into the image by asking them to visually attendvisually attend

(2) encouraged the students to explore the context or social (2) encouraged the students to explore the context or social scenarios depicted in the paintings and possible parallel scenarios depicted in the paintings and possible parallel experiences from their own livesexperiences from their own lives

(3) supported the reading of the emotional qualities of the (3) supported the reading of the emotional qualities of the subjects in the paintings and students’ expression of personal subjects in the paintings and students’ expression of personal emotional connections emotional connections

All responses supported with positive verbal reinforcement to All responses supported with positive verbal reinforcement to encourage student confidence and reciprocal dialogue encourage student confidence and reciprocal dialogue

Following the Students’ Paths: Following the Students’ Paths: SocialSocial and and EmotionalEmotional Responses Responses

Qualitative data from pilot study revealed emotional responses and Qualitative data from pilot study revealed emotional responses and personal connections to reproductions, drawing on past experiences personal connections to reproductions, drawing on past experiences and personal or family and personal or family

Drawn into students’ stories and their worlds as they navigated Drawn into students’ stories and their worlds as they navigated around the imagesaround the images

Though the students’ narratives still wore the veil of autism in terms Though the students’ narratives still wore the veil of autism in terms of functional language use, grammar, and perseveration on certain of functional language use, grammar, and perseveration on certain topics, their responses not unlike my owntopics, their responses not unlike my own

Following the Students’ Following the Students’ Paths: Paths: VerbalVerbal Responses Responses

Responses demonstrated presence of expressive language and Responses demonstrated presence of expressive language and descriptive words such as adjectives, adverbs and feeling words descriptive words such as adjectives, adverbs and feeling words

Quantitatively increased over time as measured in the multiple probe Quantitatively increased over time as measured in the multiple probe multiple baseline between phase patterns multiple baseline between phase patterns

Why were students able to use expressive language, make personal Why were students able to use expressive language, make personal connections, or demonstrate social and emotional awareness and connections, or demonstrate social and emotional awareness and sensitivity when clinical diagnosis indicates a deficit here? sensitivity when clinical diagnosis indicates a deficit here?

Where Could the Road Where Could the Road MergeMerge to Form a Third Approachto Form a Third Approach

Special education colleagues called for other types of measured Special education colleagues called for other types of measured growth in the students as a result of participating in artgrowth in the students as a result of participating in art

In designing pilot study, sought to bridge clinical approach by In designing pilot study, sought to bridge clinical approach by gathering quantitative data while maintaining whole person approach gathering quantitative data while maintaining whole person approach by using reciprocal dialogue, developmentally appropriate questions by using reciprocal dialogue, developmentally appropriate questions and naturalistic images with emotional or social scenariosand naturalistic images with emotional or social scenarios

EmergingEmerging Research Questions: Research Questions: Many New Paths to FollowMany New Paths to Follow

Five areas of questions emerged which will require an even Five areas of questions emerged which will require an even deeper review of the literature and an expanded studydeeper review of the literature and an expanded study

TheoreticalTheoretical CurricularCurricular PhilosophicalPhilosophical PedagogicalPedagogical DevelopmentalDevelopmental

A A Very Very Special Thanks To…Special Thanks To…

Dr. Judy Burton…for inspiring me to pursue my passion and for always Dr. Judy Burton…for inspiring me to pursue my passion and for always shining the light homeshining the light home

Dr. Beverly Gerber and members of SNAE…for leading the way and forging a Dr. Beverly Gerber and members of SNAE…for leading the way and forging a path when none existedpath when none existed

Dr. Olga Hubard, Dr. Ami Kantawala, Dr. John Baldacchino and Dr. Graeme Dr. Olga Hubard, Dr. Ami Kantawala, Dr. John Baldacchino and Dr. Graeme Sullivan…for pushing me out of the nestSullivan…for pushing me out of the nest

My colleagues and students at Teachers College…for always being patient My colleagues and students at Teachers College…for always being patient and holding my handand holding my hand

And And MOST MOST of all…my students and former colleagues at CCMCo for being of all…my students and former colleagues at CCMCo for being wonderful and generous spirits, mentors, inspirations, and for showing me wonderful and generous spirits, mentors, inspirations, and for showing me the waythe way

Contact Contact Information Information

Amanda Newman-GodfreyAmanda Newman-Godfrey

Teachers College Columbia UniversityTeachers College Columbia University

newman-godfrey@tc.columbia.edunewman-godfrey@tc.columbia.edu

abn2006@columbia.eduabn2006@columbia.edu

THANK YOU!