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ED522677 - The Contours of Inclusion: Inclusive Arts Teaching and Learning

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ERIC #:	ED522677
Title:	The Contours of Inclusion: Inclusive Arts Teaching and Learning
Authors:	Glass, Don; Henderson, Bill; Barnum, Leah; Kronenberg, Deborah; Blair, Kati; Jenkins, Richard; Hurel, Nicole Agois
Descriptors:	Educational Strategies; Learning Theories; Curriculum Design; Educational Technology; Case Studies; Access to Education; Individualized Instruction; Inclusion; Mainstreaming; Art Education; Curriculum Evaluation; Urban Schools; Participant Observation; Interviews; Disabilities; Drama; Grade 6; World History; Student Diversity; Academic Standards; Cartoons; Creativity; Program Evaluation; Teacher Researchers; Inquiry; Social Environment; Professional Development; Content Area Writing
Source:	Online Submission
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Publisher:	N/A
Publication Date:	2010-00-00
Pages:	61
Pub Types:	Collected Works - General; Tests/Questionnaires
Abstract:	The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community. The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.)
Abstractor:	As Provided
Reference Count:	37

Note:	N/A
Identifiers:	Massachusetts; California
Record Type:	Non-Journal
Level:	N/A
Institutions:	VSA
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
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