204 • Introduction to Art Therapy
Donald Uhlin (K) had become disabled after contracting polio as an adult (Figure 9.9).
Having studied art education with Lowenfeld, he then turned to art therapy (Uhlin, 1972).
Edith Kramer’s (L) work with blind children inspired many of her ideas about art therapy
(Kramer, 1971, 2000). Her student, David Henley (M), has also made important contribu-
tions in his work with children suffering from a variety of disabilities (Henley, 1992, 2002).
Finally, Frances Anderson (1992, 1994) has had a major impact on this area through what
she called an adaptive approach (Figure 9.10).
As with the elderly, there are still misconceptions about art with this group. But the tide
has been turning, due partly to a landmark piece of legislation: PL 94-142, the Education of
All Handicapped Children Act of 1975—updated in 1990 as the Individuals with Disabilities
Education Act, IDEA-PL 101-476. Public schools are now required to deliver the best pos-
sible education to all students with disabilities. Moreover, successful lobbying enabled art
therapy to be mentioned as a related service.
Figure 9.7 Virginia Minar, art therapist.
Figure 9.8 Janet Bush, school art therapy.