Design Industry and the Willingness to Foster Creativity for People with Fine Motor Skills Disability - Research Proposal Example

ID# 00043535 Chapter This Study Explores the Graphic Design Industry and the Willingness to Foster Creativity for People with Fine Motor Skills Disability Ed.D. Educational Leadership Argosy University_Phoenix August 2014 CHAPTER ONE: INTRODUCTION This dissertation research is based on learning in higher education classes in a graphic design program and if there is a possibility to promote or encourage creativity for people with fine motor skills disability (FMSD). Consequently, the study will intricately delve into an Exploration of the Industry of Graphic Design to ascertain the willingness to foster, encourage or promote creativity for individuals with disability in their fine motor skills. In this regard, the subsequent sections have been organized systematically organized as follows; the purpose of the study, the research questions or hypotheses, limitations and delimitations, definitions, and finally importance of the study Problem Background In the past, the design discipline belief for the traditional graphic design professionals was aligned to serve only able-bodied students and professionals. Evidently, this was due to the belief that all design starts from traditional drawing skills. The teaching strategies of the past were mostly structured in a way that favored physical exertion from a full bodied person while significantly ignorant on the needs of people with disabilities. However, in the contemporary world, there have been increased efforts and innovation to accommodate the needs of persons with disabilities. In this regard, there have been an increased acceptance and adaption to suit the needs of people with disabilities in different sectors such as education, production, athletics and many more. For example, in the world of athletics, persons with disabilities have been able to compete on an equal footing with other full bodied athletes. A perfect example is the former 200m paralympic champion, Oscar Pistorius, also known as the ‘blade runner’ for his use of prosthetic legs in racing (Edington, & Duffy, 1996). In order for learners to make an impact in the world, it is foremost the prerogative of the educators to teach and guide them in the correct process. In this regard, educators are the foundational block for students affording them the ability to go out and give voice to those who need it. (AIGA & Chap, 2006, p.1) Consequently, it creates a critical issue between education and complementing laws and policies such as the Individuals with Disabilities Education Act. In this regard, there is a significant need to integrate the two by equalizing the opportunities requiring more technology and training at the classroom level.  This educational issue involves student learning in contemporary theories and practical techniques of current and future real-life educational problems. The researcher feels the post-secondary education system in place for graphic design students today needs to open up to all possibilities. FMSD are conditions such as arthritis or multiple sclerosis, or accidental physical accidents resulting in the amputation of limbs. These consequently make doing simple tasks such as holding a pen, grasping small objects, or buttoning a shirt impossible. Graphic Design (GD) programs in higher education do not currently fully serve students who have FMSD. Moreover, drawing and art classes are geared for able-bodied students. They typically require students to use tools like pencils, paintbrushes, colored pencils, chalk, and etc (Shaw, 2012). Currently, such classes are not accessible to people with FMSD because they are unable to manipulate those types of tools or manage to work in the environment of the class architecture. In 2006, The American Institute of Graphic Arts (AIGA) called on design educators to look outside the academic world and use their talents to improve the world beyond the ivory tower. With this in mind, it creates a critical issue in education with the Individuals with Disabilities Education Act by showing a need to integrated the two by equalizing the opportunities requiring more technology, training, accountability and successfully managing the diversity at the level of the classroom. “In schools, diversity is now being viewed through a more optimistic lens, as teachers and administrators focus on the opportunities for growth it offers.” (Bass, p.264, 2007) Progress on integrating students with FMSD will help graphic design programs meet growth goals. Student bodies must become and are becoming more diverse. Currently, the US government is advocating for the use of technology by students in higher education and with disabilities in a similar model to the government’s K-12 model. This advocacy is against the background of research work undertaken in 2011 that revealed that students with disabilities in institutions of higher learning face nearly impenetrable and unintended barriers such as the high cost of technology for the disabled. The efforts of the government have gained support from other disability groups in the country. The government is taking measures to ensure that such students are supplied with e-books and other technologies that assist in their education to ensure that they do not miss the technology currently being used for studies at that level. This has had the effect of ensuring that such students get access to learning materials and homework. These efforts are supported by the recent move to reauthorize the IDEA legislation by the US Congress. The idea is to develop better ways of aligning NCLB and IDEA legislations. The alignment is with the aim to achieve closeness between the programs designed for students with disabilities and the general content and curriculum structures. Further, the government seeks to find a uniform formula for the development of both regular teachers and special education teachers. It has become increasingly clear that the government has to provide accommodations for students with disability for such students to perform competitively in their academics just like their counterparts without disabilities. In that regard, the US government is involved in negotiations with private companies with the hope of forming a public-private partnership to increase the availability of facilities that students with disabilities require in their education. In the current state, there are insufficient facilities to help these students within the institutions. By providing these facilities, the US government will be able to reduce the rate of students dropping out of school because they cannot undertake studies effectively. In addition to that, the US government will be able to implement the NCLB legislation effectively. The realignment of the NCLB and the IDEA will force the different states to include impaired students in their accountability and assessment systems. The success of the IDEA legislation will receive support from the NCLB and enhance its achievements. This is because the focus will shift from ensuring service to students to ensuring that students with disabilities reach both state and federal standards in their academic performance. This, supported by the introduction of technology that assists students with disabilities to compensate for their limitations, has the potential to raise the overall academic standards across the country, even in STEM subjects. Purpose of the Study Most American design schools have undergone great changes with the society moving from an industrial setting to a service oriented community (Shaw, 2012). Design programs train students on how to deliver high quality services to the society effectively. In this regard, design institutions should be innovative in crafting programs that enable students to effectively relate with their immediate environment. The society depends on ever changing employable graduates within all the areas of study. Areas of study needed by design students for survival include classes in language of print and design, typography, media and web applications, editorial writing, static/motion, graphics, illustration, advertising, drawing and photography. For more liberal arts coursework it also lists courses such as writing, history, critical theory, research, and fundamental business procedures. This consequently provides the foundation towards formulating the subsequent research questions. Research Questions These present concerns and background point to an opportunity to better define the current ways that the graphic design industry and teaching institutions try to be of service to students and practitioners identified with having fine motor skills disabilities. The following questions will help this qualitative approach to research and help to develop such services. 1)   What are current and innovative best practices in the graphic design industry as perceived by instructors, students, and current designers? 2)    How can the graphic design curricula accommodate students with fine motor skills disabilities? Limitations and Delimitations of the study There are several limitations and delimitations projected to affect the study from the quantitative data collection to qualitative analysis when conducting the research project. Each of them should be reviewed and then addressed.  The person in the process of conducting research must create a buy-in prior to the start of the study to keep up continuous morale and energy The researcher may need to depend on the technology department for a solid installation of the proposed survey being established in the research. This would be a limitation as to the ability of the IT to properly install and oversee the online survey. There will be a degree of empowerment among the stakeholders while communicating freely and controlling their own outcomes without constraints. This is also a limitation as to the honesty of those who fill out the survey – hopefully they will say what they feel and not what they believe that the principal investigator wants to read. The findings from the survey will assist with the case study while having a better understanding of the variables. From a methodological perspective, the study will assist in improving the development skills in students.. Delimitations such as in data collection methods, openness and honesty. Moreover, the interview processes could cause misinterpretation of data. This may be evident as respondents may express an exaggerated sense of optimism or pessimism when providing feedback that consequently impacts on the reality of the actual situation. Moreover, this data could also be misconstrued, leading to inaccurate results in the end. This may be caused by the structure of information provided by the person conducting the research. However, for all this to be possible, the mindset of the design community, schools and teachers should progress from the old ways of teaching to the present digital era. There is equally the possibility of the respondents reacting with a biased perception. This may be the result of disinterest from the respondent or an intentional urge of sabotaging the authenticity of the research. There is the possibility of incurring some errors in sampling if not minimized with a beginning awareness. For example a non-sampling error could result if the researcher doesn’t keep the personal identifications of the sample private. Another potential threat to the study is a bias to knowing the purpose of the study. Evidently, this is a limit beyond the control of the person conducting the research since the participants may be swayed due to the topic of interest. A considerable number of graphic designers bear the feeling that students should learn exactly the way they learned the industry. From the 1940’s to recently, design has been treated as a craft and not as a conceptual discipline. The person responsible for the research may consider camouflaging the study or making the questions on the survey specific, disallowing the sample to add personal interpretation. Definition of Terms Fine motor skills – [Any movement that] involves the small muscles of the body that enable such functions such as writing, fastening clothing and grasping small objects. They involve fine motor control, strength, and dexterity (Help Guide, 2014). Graphic Design – This topic is a creative process that combines art and technology in the communication of ideas. The designer employs a variety of communication tools to convey a message from a client to a specific audience. The main tools used by designers are typography and image (AIGA, 1993). The IDEA Act – The IDEA Act guaranteed free appropriate education in the least restrictive environment to all students with disabilities for the first time (Shaw, 2012). Importance of the Study The educational significance of this study will open up new possibilities for design schools if the study is successful by enlarging the pool from which it draws students; a program increases new sources of growth and revenue. Currently, a design program is losing tuition on every person with FMSD who would matriculate but cannot because the program does not accommodate his or her special needs. People with FMSD represent a growth opportunity. Many institutions such as the Art Institutes are now making it mandatory to facilitate student learning and teachers’ professional growth through the use of technology. For this reason, extensive investment is also made to introduce the latest technology, where applicable, not only for teaching purposes but for management of the educational organizations as well. It also falls to the administration to organize professional development programs to ensure that teachers and instructors understand and can effectively utilize the instructional technology to motivate a students’ development through the multiple skills of critical thinking, a comprehensive approach to solving problems and to enhance their performance skills. Currently, no design programs in higher education serve the needs of students with FMSD. Design and art classes only allow for able-bodied students to participate. This missing option creates a critical issue in education with the Individuals with Disabilities Education Act (IDEA). To meet these federal requirements, design programs may need to integrate the design and art classes and the needs of FMSD students. Equalizing these opportunities will require more technology and training at the classroom level.  The challenge for traditional institutions will be to determine how to use the emerging knowledge about how people learn in combination with the opportunities afforded by information technology and the wealth of open educational resources (OER). If universities can work that out, they will be able to serve more students, serve a greater variety of students, and reduce the cost of instruction--while improving quality (Demski, 2012). The educational significance will open up new possibilities for design schools if the study is successful by enlarging the pool from which it draws students; a program increases new sources of growth and revenue. References (Aiga Chapin C 06424 Vision & voice: design education as agent for change.)AIGA & Chapin, C. (2006). Vision & voice: Design education as agent for change. Retrieved from AIGA Archives database: http://www.aiga.org AIGA. (2010). Retrieved November 23, 2010, from http://www.aiga.org Bass, J. (2007). The Jossey-Bass reader on educational leadership (2nd ed.). San Francisco: Jossey-Bass. Demski, J. (2012, April 02). DIY.edu. Brooklyn, NY.Hall, G. E., & Hord, S. M. (2006). Implementing change: patterns, principles, and potholes (2nd ed.). Boston: Allyn and Bacon.  Edington, E. & Duffy, D. K. (1996). Collaboration in action: Service learning at Middlesex Community College, in T. Pickeral and P. Peters. Compact National Center for Community colleges, 12(2), 9-14. Hall, G. E., & Hord, S. M. (2006). Implementing change: patterns, principles, and potholes (2nd ed.). Boston: Allyn and Bacon.  (American Institute of Graphic Arts 1993 What is graphic design?)The American Institute of Graphic Arts. (1993). What is graphic design? Retrieved August 12, 2014, from AIGA | the professional association for design Web Site: http://www.aiga.org/guide-whatisgraphicdesign/ (Help Guide 2014 Learning disabilities and disorders)Help Guide. (2014). Learning disabilities and disorders. Retrieved August 14, 2014, from helpguide.org Web Site: http://learningdisabilities.about.com/od/df/p/finemotorskills.htm Shaw, S. F. (2012). Disability Documentation: Using All the Data. Journal of Postsecondary Education and Disability, 25 (4), 277-282. Read More