Art Education for Special Students:

A Teachers Toolbox
Presentation by: Lauren Kent and Lesli DuBose

CONTEXT OF SPECIAL EDUCATION

Disabilities Rights Timeline

1848: The Perkins Institution, founded by Samuel Gridley Howe in Boston, Massachusetts, was the first residential institution for people with mental retardation. Over the next century, hundreds of thousands of developmentally disabled children and adults were institutionalized, many for the rest of their lives. 1864: Columbia Institution for the Deaf and Dumb and Blind was authorized by the U.S. Congress to grant college degrees. It was the first college in the world established for people with disabilities. 1883: Eugenics is a term that was coined by Sir Francis Galton in his book Essays in Eugenics. Americans embraced the eugenics movement by passing laws to prevent people with disabilities from moving to the U.S., marrying or having children. Eugenics laws led to the institutionalization and forced sterilization of disabled adults and children. 1918: The Smith-Sears Veterans Rehabilitation Act provided for the promotion of vocational rehabilitation and return to civil employment of disabled persons discharged from U.S. military.

1924: The Commonwealth of Virginia passed a state law that allowed for sterilization (without consent) of individuals found to be feebleminded, insane, depressed, mentally handicapped, epileptic and other. Alcoholics, criminals and drug addicts were also sterilized.
1927: The Buck v. Bell Supreme Court decision ruled that forced sterilization of people with disabilities was not a violation of their constitutional rights. This decision removed all restraints for eugenicists. By the 1970s, over 60,000 disabled people were sterilized without their consent. (Nationally, twenty-seven states began wholesale sterilization of undesirables.) Lobotomies were also a common medical practice within the institutions 1935: The League for the Physically Handicapped in New York City was formed to protest discrimination by the Works Progress Administration (WPA). The Home Relief Bureau of New York City stamped all applications with PH which stood for physically handicapped. Members of the League held a sit-in at the Home Relief Bureau for nine days and a weekend sit-in at the WPA headquarters. These actions eventually led to the creation of 1500 jobs in New York City. The Social Security Act was passed. This established federally funded old-age benefits and funds to states for assistance to blind individuals and disabled children. The Act extended existing vocational rehabilitation programs.

1939: World War II began. Hitler ordered widespread mercy killing of the sick and disabled. The Nazi euthanasia program (code name Aktion T-4) was instituted to eliminate life unworthy of life. 1940-44: 908 patients were transferred from an institution for retarded and chronically ill patients in Schoenbrunn, Germany to the euthanasia installation at Eglfing-Haar to be gassed. A monument to the victims stands in the courtyard at Schoenbrunn.

1940: The American Federation of the Physically Handicapped, founded by Paul Strachan, was the first cross-disability national political organization to urge an end to job discrimination, lobby for passage of legislation, call for a National Employ the Physically Handicapped Week and other initiatives. 1942: Henry Viscardi, an American Red Cross volunteer, trained hundreds of disabled soldiers to use their prosthetic limbs. His work at Walter Reed Army Medical Center in Washington, D.C. drew the attention of Howard Rusk and Eleanor Roosevelt, who protested when Viscardis program was terminated by the Red Cross and the military.

1945: President Harry Truman signed PL-176 creating an annual National Employ the Handicapped Week.
1946: The National Mental Health Foundation was founded by World War II conscientious objectors who served as attendants at state mental institutions rather than in the war. The Foundation exposed the abusive conditions at these facilities and became an impetus toward deinstitutionalization. 1949: There were no states that mandated public education for students lowintelligence scored. 1950: Social Security Amendments established a federal-state program to aid permanently and totally disabled persons.

1952: The Presidents Committee on National Employ the Physically Handicapped Week became the Presidents Committee on Employment of the Physically Handicapped, a permanent organization reporting to the President and Congress. 1954: The U.S. Supreme Court in Brown v. Board of Education of Topeka ruled that separate schools for black and white children are unequal and unconstitutional. This pivotal decision became a catalyst for the Civil Rights Movement.

1956: Social Security Amendments of 1956 created the Social Security Disability Insurance (SSDI) program for disabled workers aged 50 to 64.
1963: President Kennedy called for a reduction over a number of years and by hundreds of thousands, (in the number) of persons confined to residential institutions and asks that methods be found to retain in and return to the community the mentally ill and mentally retarded, and thereto restore and revitalize their lives through better health programs and strengthened educational and rehabilitation services. This resulted in deinstitutionalization and increased community services.

John F Kennedy, Rosemary Kennedy, Eunice Kennedy Shriver

"We went through the top of the head, I think she was awake. She had a mild tranquilizer. I made a surgical incision in the brain through the skull. It was near the front. It was on both sides. We just made a small incision, no more than an inch." The instrument Dr. Watts used looked like a butter knife. He swung it up and down to cut brain tissue. "We put an instrument inside," he said. As Dr. Watts cut, Dr. Freeman put questions to Rosemary. For example, he asked her to recite the Lord's Prayer or sing "God Bless America" or count backwards. ... "We made an estimate on how far to cut based on how she responded." ... When she began to become incoherent, they stopped. Ronald Kessler, author of The Sins of the Father: Joseph P. Kennedy and the Dynasty he Founded.

1963: The Mental Retardation Facilities and Community Health Centers Construction Act authorized federal grants for the construction of public and private nonprofit community mental health centers.

South Carolina passed the first statewide architectural access code.

1964: Civil Rights Act, signed by President Johnson 1965: Vocational Rehabilitation Amendments of 1965 were passed authorizing federal funds for construction of rehabilitation centers, expansion of existing vocational rehabilitation programs and the creation of the National Commission on Architectural Barriers to Rehabilitation of the Handicapped. Congress adds Title VI to the Elementary and Secondary Education Act of 1965 creating a Bureau of Education for the Handicapped (this bureau today is called the Office of Special Education Programs or OSEP). 1968: The Architectural Barriers Act prohibited architectural barriers in all federally owned or leased buildings. 1970: The Urban Mass Transit Act required all new mass transit vehicles be equipped with wheelchair lifts. APTA delayed implementation for 20 years. Regulations were issued in 1990.

1970: The Physically Disabled Students Program (PDSP) was founded by Ed Roberts, John Hessler, Hale Zukas and others at UC Berkeley. With its focus on community living, political advocacy and personal assistance services, it became the nucleus for the first Center for Independent Living, founded in 1972. 1971: The National Center for Law and the Handicapped was founded at the University of Notre Dame, Indiana. It became the first legal advocacy center for people with disabilities in the U. S. The U.S. District Court, Middle District of Alabama decided in Wyatt v. Stickney that people in residential state schools and institutions have a constitutional right to receive such individual treatment as (would) give them a realistic opportunity to be cured or to improve his or her mental condition. Disabled people were no longer to be locked away in custodial institutions without treatment or education. The Fair Labor Standard Act of 1938 was amended to bring people with disabilities (other than blindness) into the sheltered workshop system.

1972: The Rehabilitation Act was passed by Congress and vetoed by Richard Nixon. The Berkeley Center for Independent Living was founded by Ed Roberts and associates with funds from the Rehabilitation Administration. It is recognized as the first center for independent living. The U.S. District Court, District of Columbia ruled in Mills v. Board of Education that the District of Columbia could not exclude disabled children from the public schools. Social Security Amendments of 1972 created the Supplemental Security Income (SSI) program. The law relieved families of the financial responsibility of caring for their adult disabled children.

1973: The Rehabilitation Act of 1973 was passed. Sections 501, 503 and 504 prohibited discrimination in federal programs and services and all other programs or services receiving federal funds. Key language in the Rehabilitation Act, found in Section 504, states No otherwise qualified handicapped individual in the United States, shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. 1974: The Family Educational Rights and Privacy Act (FERPA) is enacted. Parents are allowed to have access to all personally identifiable information collected, maintained, or used by a school district regarding their child. 1975: The Education for All Handicapped Children Act (EAHCA) is enacted. This was also known as P.L. 94-142. Today we know this law as the Individuals with Disabilities Education Act (IDEA). Before 1975, children with disabilities were mostly denied an education solely on the basis of their disabilities.

1977: The final federal regulations are enacted at the start of the 1977-1978 school year and provide a set of rules in which school districts must adhere to when providing an education to students with disabilities. 1990: ADA adopts the Section 504 regulations as part of the ADA statute. In turn, numerous 504 Plans for individual students start to become more common place in school districts. 1997: IDEA reauthorized: This amendment calls for students with disabilities to be included in on state and district-wide assessments. Also, Regular Education Teachers are now required to be a member of the IEP team. 2001: No Child Left Behind. This law calls for all students, including students with disabilities, to be proficient in math and reading by the year 2014. 2004: IDEA reauthorized. The biggest changes call for more accountability at the state and local levels, as more data on outcomes is required. Another notable change involves school districts providing adequate instruction and intervention for students to help keep them out of special education.

The Women of Juniper House (2009)

Current Trend of Inclusion

There has been a recent increase in the inclusion of students with disabilities in general education classrooms: Almost half of all school-age children receiving special education services are in general education classrooms for at least 89% of the day -2004 U.S. Department of Education, National Report to Congress Historically, the art classroom has been the place where inclusion happened more frequently than in other classes. Today, the art classroom is sometimes used as the gateway into further inclusion. (If the student can successfully be included in art class, they are then tested out in other academic classes)

IMPORTANT LAWS TO KNOW (and their Implications for Art Educators)

Rehabilitation Act of 1973 and Section 504

Prohibited discrimination on the basis of disability in programs conducted or funded by federal agencies Not an education law, but became relevant to school programs Section 504 guarantees accessibility and bars discrimination due to disabilities. Removes barriers to disabled students in attempts to put them in a more equal playing field at school. Considered disabled under Section 504: Student with a physical or mental impairment which substantially limits one or more major life activities (thinking, learning, reading, concentrating, walking/standing, seeing, speaking). More about 504 Plan later

The Americans with Disabilities Act of 1990 (ADA)

Extends what Rehabilitation Act covers--prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress. Title II specifically protects elementary, secondary, and postsecondary students from discrimination.

Individuals with Disabilities Education Act (IDEA) of 1990

Formerly called the Education for all Handicapped Children Act of 1975. This act requires public schools to make available to all eligible children with disabilities a free appropriate public education (FAPE) in the least restrictive environment appropriate to their individual needs. Parents, school, or outside professional can make a referral for evaluation. Individualized Education Program (IEP): Designed to meet educational needs of each child with disability, include student learning goals and objectives, the basis for evaluation of progress, and related services provided to the student.

IDEA 1997 Revisions

Greater attention given to student learning and how to assess learning Increased participation in general education High expectations for learning Participation in testing Parents and teachers have a greater role in developing the IEP Questioning why special education programs have a higher percentage of minority students

IDEA 2004 Revisions/NCLB

IEPs require: Childs present level of achievement and functional performance Statement of measurable annual goals, academic and functional Description of how childs progress toward meeting goals will be measured Statement of when reports will be provided to parents Benchmarks or short-term objectives for students who take alternate or modified assessments

Implications for Art Educators

Keep in mind curricular expectations for grade level knowledge (use art to help students learn what they need to for other subjects. For example, vocabulary) Be aware of testing standards and scheduling Teach a multicultural curriculum, increasing awareness to the contributions that African American and other minorities have made to the arts. Be a part of the Planning and Placement Team (PPT) that determines a students IEP!!! -NAEA 2003 Survey: Hardly 9% of art teachers regularly participate in the IEP process in their school. 60% of arts specialists have never participated in the development of a students IEP. (ASLKDJ). -YET, In most schools, art teachers are the teachers who are most likely to see most, if not all, of the special education students. -Tell colleagues about the impact of art classes on students with special needs

FORMS (504 and IEP)

504 Plans
Section 504 is part of the Rehabilitation Act of 1973. Section 504 protects an individual who has, had, or is perceived as having a physical or mental impairment which substantially limits one or more major life activities, such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working. Schools cannot exclude students with disabilities from facilities, programs, benefits, activities, or services that are provided to students without disabilities. Schools must make sure that all students receive equal access to educational opportunities.

Individual Education Plans (IEP)

For students with disabilities who receive Exceptional Student Education (ESE) services, as defined by the Individuals with Disabilities Act (IDEA). Designed to meet educational needs of each child with disability, include student learning goals and objectives, the basis for evaluation of progress, and related services provided to the student.

504 versus IEP

504 Plan: -Part of a civil rights law, more general and all-encompassing. Pertains to disabled individuals outside of the school setting. (Could be for someones lifetime) -Protects persons with disabilities against discrimination for reasons related to their disabilities. - Makes provisions for students to function in school, but does not necessarily address LEARNING. IEP: Gives services (accommodations/adaptations) to help the student LEARN in her/his environment. Addresses a students equal access to KNOWLEDGE, not just the classroom or school environment. -Eligible for Exceptional Student Education (ESE). -Only pertains to a person while they are in the public school system (until they are 21 years old)

HOW YOU CAN EMPOWER YOURSELF AS AN ART EDUCATOR

The Art Teachers Legal Rights and Responsibilities

Most accommodations are provided by the classroom teacher. Eligibility status and 504 plans are generally reviewed annually. Teachers are required under Section 504 to make necessary accommodations as specified in the Section 504 accommodation plan. Teachers do not have the discretion to decline or refuse to implement any component of a 504 Plan. Only the students 504 Team may modify the accommodations. Any changes must be based on the students disability. When a teacher has a concern about the nature of a students plan, he/she should discuss it with the schools 504 Coordinator. Teachers should always maintain documentation which demonstrates compliance with a students 504 Plan. If problems arise, the school 504 Coordinator should be contacted immediately. The more active you become in the formation of the 504 or IEP plan, the more you can help your student. Active participation in the process is also your responsibility and your right.

The Art Teachers Legal Rights and Responsibilities (IEP and 504)
Students with IEPs and 504 plans do not have any right to confidentiality when it comes to their teacher knowing what that teacher is supposed to provide in services and/or accommodations. Why would the IEP or 504 team create a document that lists the services the school is legally required to provide if the providers are not allowed to see the document? It is your legal right and responsibility as an educatory to have access to and implement the accommodations

Fight for Your Rights

If you are viewed within your school as a periphery staff member, the reauthorization of the IDEA act in 2004 reemphasizes student participation in non-academic activities such as lunch, recess, clubs, etc. If you are viewed as a non-academic professional (which you are not), you are still legally entitled and required to help your students participate fully within your classroom. If you come up against resistance, sight the Individuals with Disabilities Education Act. Its the law. Today Art Education has achieved the status of a Core Academic Subject in current laws. In the IDEA, required school systems to offer children with disabilities to offer all the same art, music, and drama programs that all nondisabled children have access to.

Support and Resources in the School

The support you get depends on your school and district. Figure out what resources are there and what the process is to set up these kinds of learning opportunities. Do not be afraid to ask for help! SKILL-BUILDING ASSISTANCE In-service workshops Modeling Peer Coaching PROBLEM SOLVING ASSISTANCE Helping Teams (For specific students who are having difficulty. Assisting students by helping teachers/ providers of services.) School Consultation (One-on-one meeting with a colleague who has special expertise.) WHO TO TALK TO (It depends on the question!) Fellow teachers, Special Education Teachers, Counselor, Occupational Therapist, Nurse, Physical Therapist, School Psychologist, Social Worker, Speech-Language Pathologist

Collaborating with Other Teachers

Collaboration is crucial for inclusion, but the art teacher is usually isolated from the Special Educationeven though art teachers usually work with most students with disabilities in the school. How to collaborate successfully and break through this isolation. Joint Instruction Information Sharing Coordinating (Teaching styles, subjects, classroom routines, learning demands) Co-teaching Alternative teaching in small groups

Working with Paraprofessionals

As classrooms become more inclusive, Paraprofessionals are increasingly used to support students with disabilities and perform tasks in their IEPs Other names include: Aide, Assistant, Associate Work under certified staff members Under NCLB, must have a secondary school diploma or its equivalent, and have completed at least two years of study at an institution of higher education or obtained an associates degree (unless otherwise qualified)

Trends in the Art Classroom

(as observed by Julie Causton-Theoharis and Corrie Burdick)
Paraprofessionals performed key responsibilities that allowed the teacher to teach the student Art teachers spoke minimally with Paraprofessionals. They rarely knew what they would be doing before entering the classroom. Outcomes were usually conformist-type art or projects that looked like other projects. Paraprofessionals supported art in a step-by-step format. Paraprofessionals tried to hide or cover up differences in art performance instead of adapting or differentiating instruction to meet student needs Paraprofessionals tended to take over for students Art teachers felt that paraprofessionals were experts on their students. They did not feel comfortable providing them with direction and allowed them to make most of the decisions. Paraprofessionals acted as gatekeeperseither encouraging or inhibiting students access to authentic art education

How Art Teachers should work with Paraprofessionals

Remember that you are the actual teacher. Give direct instruction and feedback to students directly. -Learn how to teach students with disabilities yourself. Something to develop, take how-to classes in the future. Guide and support Paraprofessionals -Lay down foundation, rules, procedures, safety constraints, direction for their involvement at the beginning of the year. -Communicate your lesson plans, lesson objectives, and student expectations. Guay (2003) found that they desire more information. - Change role from gracious host to engaged teaching partner. Give specific instructions (I would like Joey to use a large handled brush today). -Teach them too! Give them knowledge of materials and techniques. Offer to teach them during down time in the school day. -Make them understand the importance of learning along the way. It is not all about the end product. **Remember that your Paraprofessional has probably experienced art education different from yours** Communicate your goals for art education in general. Use them to learn about the student, their community, and unique instructional approaches

HOW YOU CAN EMPOWER YOUR STUDENTS

Chuck Close
Growing up in a working-class community in rural Washington State, he suffered from various learning and physical disabilities, including face blindness, medically known as Prosopagnosia. He found refuge in art and eventually graduated from Yale's Graduate School of Art.

http://www.pbs.org/newshour/extra/video/blog/2010/07/ artist_chuck_close_on_overcomi.html
"Especially for those of us who are learning-disabled or for those of us who learn differently -- we had a chance to feel special. Every child should have a chance to feel special." Chuck Close

Robert Rauschenberg
"The possibility always exists to nourish an important new genius in learning-disabled children, if their spirit is not broken and creative dreams are allowed to develop.

Rauschenberg has dyslexia, a reading disability that made school very difficult for him. "I was considered slow. While my classmates were reading their textbooks, I drew in the margins.

The International Organization on Arts and Disabilities

Artist Registry: includes over 1,600 visual, performing, and literary artists with disabilities You can search by disability, artist name, discipline/media, state/country, To search by Disability: http://www.vsarts.org/prebuilt/artists/registry/artistlisting. cfm?searchby=disability

Demetrious Bonapart
"My

artistic background deals with all the things that really matter to me. Art is my life. Demetrious, who has a mental disability, creates self-portraits, still lives, and drawings centered around school themes. He credits his high school art teacher, Mr. Staley, with instilling in him the desire to draw.

Lee Baingo
Lee Baingo's art appears in more than 80 private collections and one painting was sold at auction at Christie's New York. Baingo, who has quadriplegia, created the "Touch Me" series, conceived from the idea of not being able to touch paintings in a museum or gallery experience. These paintings were designed to be touched, taken apart, explored, and put back together with special care.

CONCLUSION: What should be in your Toolbox?

Historical context of the rights of disabled people in our country Knowledge of pertinent Civil Rights and Education Laws Knowledge of 504 and IEP forms Your legal rights and responsibilities How to fight for your rights How to look for support in your school How to collaborate with other teachers How to work with Paraprofessionals How to empower students by teaching about artists with disabilities A collection of resources for further exploration

Resources
The International Organization on Arts and Disability (2011). Artist Registry. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistlisting.cfm Gerber, B.L. (2011). 2011 NAEA Lowenfeld Lecture. Art Education and Special Education: A Promising Partnership. Retrieved from http://www.arteducators.org/research/resourcelibrary/2011_NAEA_Lowenfeld_Lecture.pdf PBS Online NewsHour Extra (2010). Artist Chuck Close: On overcoming disabilities. Retrieved from http://pbs.org/newshour/2010/07/artist/chuckclose). Massachusetts Department of Education (2001). IEP Process Guide. Retrieved from http://www.doe.mass.edu/sped/iep/proguide.pdf Massachusetts Department of Elementary and Secondary Education (2000). Special Education: Section 504 and Americans with Disabilities Act. Retrieved from http://www.doe.mass.edu/sped/links/sec504.html United States Department of Justice (2005). A Guide to Disabilities Rights Laws. Retrieved from http://www.ada.gov/cguide.htm Rehabilitation Research & Training Center on Independent Living Management (2002). Disability History Timeline. Retrieved from http://isc.temple.edu/neighbor/ds/disabilityrightstimeline.htm Peterson, J. (2007). A Timeline of Special Education History. Retrieved from http://admin.fortschools.org/PupilServices/StaffInfo/A%20TIMELINE%20OF%20SPECIAL%20EDUCATION% 20HISTORY.htm Rauschenberg, Robert (2010). Personal Stories: Robert Rauschenberg. Retrieved from http://www.ldonline.org/firstperson/7001 Connors, Susan (2002). Section 504, the Americans with Disabilities Act (ADA) vs. The Individuals with Disabilities Education Act (IDEA) What is the Difference? Retrieved From http://www.nldline.com/iep_vs_504.htm

Resources
Florida Department of Education (2004). A Parent and Teacher Guide to Section 504. Retrieved from http://www.fldoe.org/ese/pdf/504bro.pdf Boulder Valley Public Schools (Date Unavailable). A Teachers Guide to Section 504 of the Rehabilitation Act. Retrieved from http://bvsd.org/section504/Documents/A%20Teacher's%20Guide%20to%20Section%20504.pdf Wrights Law (2009). Denying Access to IEPs for Regular Education Teachers. Retrieved from http://www.wrightslaw.com/blog/?p=380 Kesller, Joseph (1996). The Sins of the Father: Joseph P. Kennedy and the Dynasty He Founded. Grand Central Publishing. Burnette, J.,&Lokerson J.E. (2006). Art Teachers and Special Education Law. In B. Gerber & D. Guay (Eds.), Reaching and Teaching Students with Special Needs through Art (15-25). Reston, VA: National Art Education Association. Gerber, S.A.,& Fedorenko, J. (2006). Building Collaborative Partnerships. In B. Gerber & D. Guay (Eds.), Reaching and Teaching Students with Special Needs through Art (161-177). Reston, VA: National Art Education Association. Guay, D.M.,& Gerlach, K. (2006). Clarifying roles for Paraeducators in the Art Room. In B. Gerber & D. Guay (Eds.), Reaching and Teaching Students with Special Needs through Art (189-207). Reston, VA: National Art Education Association. Causton-Theoharis, J., & Burdick, C. (2008). Paraprofessionals: Gatekeepers of Authentic Art Production. Studies in Art Education, 49 (3), 167-182. Gerber, B.L. (2011) NAEA Lowenfeld Lecture: Art Education and Special Education: A Promising Partnership [PDF document]. Retrieved from:http://www.library.tufts.edu/tisch/. 504 Accommodation Plan Template. (2011). Retrieved from http://specialchildren.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=specialchildren&cdn=parenting&tm=37&f =20&tt=13&bt=0&bts=1&zu=http%3A//www.ames.k12.ia.us/Academics/504.html. Standards-Based IEP Example. (2007). Retrieved from http://www.projectforum.org/docs/StandardsBasedIEPExamples.pdf .

Image Resources
1. Poul Web (Dec 21, 2011). Art Blog. Retrieved from http://poulwebb.blogspot.com/2010/12/chuck-close-self-portraits.html 2. Arkansas State (date unknown). Disability History Exhibit. Retrieved from http://hss.state.ak.us/gcdse/history/HTML_Content_Main.htm 3. Kats, Vincent (2006). Tate Etc.. A Genteel Iconoclasm. Retrieved fromhttp://www.tate.org.uk/tateetc/issue8/erasuregenteel.htm 4. TV Guide (Date Unavailable). Eunice Kennedy Shriver Biography. Retrieved fromhttp://www.tvguide.com/celebrities/eunice-kennedy-shriver/235750 5. Kennedy Shriver, Eunice (2009, reprinted from a 1962 article). My Sister Rosemary. Retrieved from http://www.guardian.co.uk/world/2009/aug/13/rosemary-kennedy-eunice-kennedy-shriver 6. VSA (2011). Artist Registry: Demetrious Bonapart. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678828 7. VSA (2011). Artist Registry: Lee Baingo. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678000 8. Bernard Safran Paintings (1960). Times Magazine Cover Portraits. Retrieved from http://www.safran-arts.com/Richard-Nixon.html