Addressing IEP Goals through the Arts and Increasing Engagement in Students, Teachers, and Paraeducators with Universal Design for Learning

Autor/in	Joyal, Suzanne
Titel	Addressing IEP Goals through the Arts and Increasing Engagement in Students, Teachers, and Paraeducators with Universal Design for Learning
Quelle	(2020), (369 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Moore College of Art & Design
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Individualized Education Programs; Art Education; Access to Education; Paraprofessional School Personnel; Students with Disabilities; School Closing; Distance Education; Freehand Drawing; Portraiture; Special Education; Suburban Schools; High Schools; Stakeholders; Learner Engagement; Learning Disabilities; Student Educational Objectives; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Access; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Drawing; Zeichnen; Abbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; High school; Oberschule; Learning handicap; Lernbehinderung
Abstract	This study explored ways in which the arts could be infused into the day-to-day practices of special education teachers and paraeducators to support them in addressing Individual Education Plan (IEP) goals. This study further explored the impact of positive or negative help from teachers, nurses and paraeducators on student engagement. Due to changes in the field (indefinite school closures), half of this project employed remote learning. Findings of the unexpected benefits of observational drawing and portraiture through remote learning were also explored. A communitarian approach to Universal Design for Learning was introduced to two special education classrooms on a suburban high school campus. This intrinsic case study focused on interactions with stakeholders (students experiencing disabilities, teachers, paraeducators, and one-on-one nurses) to better understand their experiences working together. Tools designed to help educators address Individual Education Plans through a creative lens included a template for addressing an IEP goal through a universal design for learning three-step process, a multiple choice survey to help students understand their own learning needs, and a cloud-based ARTS Bank of creative resources for educators to apply to IEPs. Teachers in this project noticed student attention and engagement triple when approaching IEPs through the arts. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01