Teacher Education and Students with Disabilities in Art Class: A Program Evaluation

Autor/inn/en	Begeske, Jasmine; Lory, Catharine; David, Marie; Rispoli, Mandy
Titel	Teacher Education and Students with Disabilities in Art Class: A Program Evaluation
Quelle	In: Arts Education Policy Review, 124 (2023) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Begeske, Jasmine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2021.1937762
Schlagwörter	Inclusion; Students with Disabilities; Art Education; Art Teachers; Preservice Teachers; Preservice Teacher Education; Program Effectiveness; Regular and Special Education Relationship; Elementary Secondary Education; College Faculty; Experiential Learning; Advocacy; Teacher Collaboration; Indiana + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Lehramtsstudiengang; Lehrerausbildung; Fakultät; Experiental learning; Erfahrungsorientiertes Lernen; Sozialanwaltschaft; Lehrerkooperation
Abstract	The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how pre-service art teachers are trained to provide inclusive art instruction, semi-structured interviews were conducted with art education faculty and instructors across six institutions in the Midwest of United States and interview data were systematically analyzed at three levels, including within case, cross case, and conversation. Results indicate that while all programs offer a required course related to special education, exposure to students with disabilities in field experiences is limited and collaboration between art teachers and special education teachers or paraprofessionals is not emphasized. Recommendations for strengthening teacher education programs in teaching art to students with disabilities are offered based on study findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01