Preparing Art Teachers to Work with Students with Disabilities throughout their Careers

Six adults looking at pieces of wood while they collaborate on an art project.

Educators participate in an art education symposium at Moore College of Art and Design.

At Moore College of Art and Design in Philadelphia, Pennsylvania, preparing art teachers to work successfully with students with disabilities is at the core of their art education programs. From their undergraduate art education major, to the Master of Arts in Art Education with an Emphasis in Special Populations program, to their art education symposiums, helping current and future educators make art accessible to all students is an institutional priority.

Assistant Professor Amanda Newman-Godfrey says preparing Moore students to serve people with disabilities in the art classroom is a thread that runs through everything they do. That begins with first year undergraduate students in the Art Education program, who get hands-on experience in creating and implementing art curriculum for a diverse aging population thanks to a partnership with the Philadelphia Parks & Recreation.

From there, Newman-Godfrey says undergraduate students take several different classes that address working with students with disabilities, to include topics such as differentiated assessment and instruction strategies, Universal Design for Learning, and the history and regulations of the Individuals with Disabilities Education Act (IDEA). The hallmark undergraduate course is a Special Populations class, which offers Moore students the opportunity to teach art to students with disabilities alongside a certified special education teacher. In Special Populations, Moore undergraduates plan lessons and learn how to be observant, reflective, and thoughtful in the classroom so they can be constantly adjusting, modifying, and adapting based on the needs of their young students.

Moore’s Master of Arts in Art Education with an Emphasis in Special Populations graduate program similarly launches students into a hands-on learning experience, through partnerships with the Barnes Foundation and SpArc Philadelphia. Graduate students create and implement lesson plans for the SpArc participants based on artwork from the Barnes Collection. Graduate Program Director Lauren Stichter notes that graduate students often enter the program eager for mentors and peers to connect with, as it can be hard to find others with an interest in art and special education in their home communities.

A woman with blonde hair and a black dress standing in front of an urn with branches

Lauren Stichter

For art educators seeking a continuing education opportunity, Moore offers semi-annual symposia on topics in art and special education. The next symposium, Going Beyond the Art Room: Engaging Diverse Learners in Museum and Community Arts Settings, is on April 1. At that event, attendees will have the opportunity to visit neighboring sites, including the Barnes Foundation and Franklin Institute, to experience hands-on learning with inclusive tools. Stichter says a goal of the symposium is to make teachers more comfortable accessing local museums with all students. The symposia, now in their eighth year, usually attract about 100 educators.

Stichter, Newman-Godfrey, and their students at Moore are eager to share their work in art and special education with others, and are able to do so through partnerships with local arts organizations and colleges. Stichter says sharing promising practices across the field can only increase everyone’s success in the classroom, and ultimately make more art teachers comfortable and ready to work with students with disabilities.

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