The Impact of Facilitating Art Experiences for Students with Language-Based Learning Disabilities through the Use of Universal Design of Learning within a Makerspace

Autor/in	Bauer, Lauren Elizabeth
Titel	The Impact of Facilitating Art Experiences for Students with Language-Based Learning Disabilities through the Use of Universal Design of Learning within a Makerspace
Quelle	(2023), (139 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Moore College of Art & Design
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Language Impairments; Learning Disabilities; Art Activities; Art Education; Access to Education; Shared Resources and Services; Active Learning; Student Projects; STEM Education; Curriculum; Student Needs; Best Practices; Elementary School Students; Middle School Students; Pennsylvania + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Künstlerische Tätigkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Access; Zugang; Bildungszugang; Gemeinwirtschaft; Aktives Lernen; Schulprojekt; STEM; Curricula; Lehrplan; Rahmenplan; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The Impact of Facilitating Art Experiences for Students with Language-Based Learning Disabilities Through the Use of Universal Design for Learning Within a Makerspace will address the topics of utilizing Universal Design of Learning (UDL), and Project-Based Learning (PBL) to deliver an arts-based STEAM curriculum within a Makerspace, in order to reach the needs of all students, specifically those with Language-Based Learning Disabilities (LBLD). Using a qualitative research approach, the effects of one specific targeted arts program focusing on authentic and real-world learning opportunities for students with language-based learning disabilities with the use of Makerspace will be investigated. A selection of six students enrolled in a private independent school for students with language learning disabilities was studied over the course of a 6-week period. Students were given PBL and arts-based STEAM activities to complete using a Makerspace. Data was collected through observational field notes, student interviews and self-assessments, and artifacts. Information on best practices for utilizing UDL and PBL to meet the needs of students with language-based learning disabilities within an art program was revealed throughout the course of this research study. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01