A dissertation on art education of the sixth grade students of the blind and visually impaired school

This dissertation argues that ?discipline based art education? can also be applied to the blind and visually impaired children by the addition of touch and sound techniques. Validity of this argument has been tried on sixth grade students of a primary level school for the blind and visually impaired, through a practical study. This practical study has been conducted with the sixth grade students of ?Göreneller School for the Blind and Visually Impaired for five weeks?. Within the context of the practice, first week: surrealism and second week: Joan Miro considered as an important artist of surrealism has been covered. In the third week, a study through touch and sound has been carried out via tactile copy of John Miro?s painting, prepared by the researcher. In fourth week, the same painting has been dealt from the perspective of critical approach. Collage work done in fifth week was the last phase of the practice. Data have been collected via; uncontrolled measurement tools (pretests and final test), observations through video recordings and collage works. At the outset of the evaluations, have been separately done for each student considering the data. Then, those evaluations have been interpreted comparatively. Results reached in this dissertation prove that ?discipline based art education? has also been adapted to the blind and visually impaired students by the addition of touch and sound techniques.Key words: Art, art education, visual impairment, art beyond sight, surrealism, art education of the blind and visually impaired, art education through touch and sound.