Collaboration and Care in an Art and Special Education Course

Autor/inn/en	Collier, Margo; Wix, Linney
Titel	Collaboration and Care in an Art and Special Education Course
Quelle	In: Art Education, 70 (2017) 5, S.34-42 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2017.1335545
Schlagwörter	Art Teachers; Art Education; Teacher Collaboration; Regular and Special Education Relationship; Special Education Teachers; Teacher Education Programs; Disabilities; Inclusion; Cooperation; Journal Writing; Preservice Teachers; New Mexico + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Inklusion; Co-operation; Kooperation; Zeitschriftenaufsatz
Abstract	Art teacher candidates receive too little instruction focusing on inclusive teaching practices, and special education teacher candidates receive too little instruction addressing teaching art, a content area toward which students with disabilities often gravitate. One way to provide both art education and special education teacher candidates opportunities to develop skills and experiences in both art and special education is through collaboratively designed and co-taught courses within teacher preparation programs. This article examines one approach to preparing art and special education teacher candidates to engage all learners in art classes. As professors, the authors designed and taught a course entitled Art for the Exceptional Child at the University of New Mexico. Repeated opportunities to make art aimed to help teacher candidates practice long enough and often enough (Rubin, 2005) to develop understanding and comfort in working with materials to give form to feelings and ideas and to see ways that imagery was emerging in visual journals. The visual journals were bound sketchbooks in which participants created images and wrote about their work. Participation in making art was especially critical for the special education teacher candidates while learning how to include all children was crucial for the art education teacher candidates. When teachers embrace the responsibility of meeting all students' learning needs and aim for full participation of all learners, the inclusion of students with disabilities in the learning community can have a profound positive impact on every member of that community. The authors realized that having choices in art and writing about the art supported all teacher candidates in gaining confidence in expressing themselves in multiple ways with multiple materials. This, in addition to providing a comprehensive and collaborative setting, created possibilities for them to imagine implementing this approach in their own classrooms. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01