Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers

DOI
https://doi.org/10.64546/jaasep.358
Abstract
In light of disability studies’ recent examinations of the dichotomy between medical and social models in terms of their influence upon attitudes toward people with disabilities, the author discusses her selection of course materials for a college-level course, Art and the Exceptional Learner, targeted to pre-service art teachers. Structured teaching opportunities with disabled high school students and adults are also recounted, as well as student reactions to these experiences. The conclusions of both author and students favor a social model as the best foundation for establishing inclusive classrooms in U.S. public schools, which in turn are thought to have the best potential to bring about social change that favors better understanding and acceptance of disability across the social spectrum.
Keywords
Art Teachers, Disability Identification, Educational Legislation, Equal Education, Federal Legislation, High School Students
References

Bain, C., & Hasio, C. (2011). Authentic learning experience prepares preservice students to teach art to children with special needs. Art Education, 64(2), 33–39. DOI: https://doi.org/10.1080/00043125.2011.11519118

Bloom, L. Z. (2014). Bodies of knowledge: Ethics and engagement in an undergraduate disability studies course. Pedagogy, 14(2), 179–198. DOI: https://doi.org/10.1215/15314200-2400476

Corbett, S. J. (2015). Learning disability and response-ability: Reciprocal caring in developmental peer response writing groups and beyond. Pedagogy, 15(3), 459-475. Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82, 192–208. doi:10.1177/0014402915585481 DOI: https://doi.org/10.1177/0014402915585481

Foss, C. (2015). Individual redemption through universal design; or, How IEP meetings have infused my pedagogy with an ethic of care (taking). Pedagogy, 15(3), 477–491. DOI: https://doi.org/10.1215/15314200-2917057

Haegele, J. A., & Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and social models. Quest, 68(2), 193–206. DOI: https://doi.org/10.1080/00336297.2016.1143849

Huk, P. (2015). 'The ocean is on fire': A pedagogy based on chance and distraction. Pedagogy, 15(3), 507–517. DOI: https://doi.org/10.1215/15314200-2917089

Jay, G. (2008). Service learning, multiculturalism, and the pedagogies of difference. Pedagogy, 8(2), 255–281. DOI: https://doi.org/10.1215/15314200-2007-040

Lingard, B., & Keddie, A. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy, Culture and Society, 21(3), 427–447. Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477–490. DOI: https://doi.org/10.1353/etc.2012.0020

Power, A., & Costley, D. (2014). Preservice teachers’ learning among students with autism spectrum disorder. Australasian Journal of Special Education, 38(1), 34–50. doi:10.1017/jse.2014.6 DOI: https://doi.org/10.1017/jse.2014.6

Row-Heyveld, L. (2015). Reading Batman, writing X-Men: Superpowers and disabilities in the first-year seminar. Pedagogy, 15(3), 519–526. DOI: https://doi.org/10.1215/15314200-2917105

Stanback, E. B. (2015). The borderlands of articulation. Pedagogy, 15(3), 421–440. DOI: https://doi.org/10.1215/15314200-2917009

Wiesel, I., & Bigby, C. (2016). Mainstream, inclusionary, and convivial places: Locating encounters between people with and without intellectual disabilities. The Geographical Review, 106(2), 201–214. DOI: https://doi.org/10.1111/j.1931-0846.2015.12153.x

There are 12 references in total.
How to Cite
Ruggiero, A. (2018). Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers. Journal of the American Academy of Special Education Professionals, 13(1), 116-128. https://doi.org/10.64546/jaasep.358

Winter 2018

Article Information

  • Article Type Articles
  • Submitted December 29, 2017
  • Published February 15, 2018
  • Issue Winter 2018
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.