Bibliographical noteFunding Information:
Press. I The research reported and the preparation of this paper were supported in part by a grant to the Research, Development, and Demonstration Center in Education of Handicapped Children, Department of Special Education, University pf Minnesota. The Center is funded by a grant (OEG-0-9332189-4533-032) from the Bureau of Education of the Handicapped, U. S. Office of Education. The authors would like to thank the Columbia Heights Public Schools and the University of Minnesota art classes for their cooperation in these research endeavors.