Five Emerging Trends and Future Directions in Arts Education and Special Education

By Sharon M. Malley and Jean B. Crockett Learning from emerging trends and issues in arts education and special education can lead toward a common vision and a more promising future for students, schools, and communities. In the last chapter of our book, The Handbook of Arts Education and Special Education (published January 2018), we … Continue reading Five Emerging Trends and Future Directions in Arts Education and Special Education

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Communication is Key to Effective Collaboration Between Arts Educators and Instructional Assistants

When working with students with disabilities, arts educators frequently encounter other adults in the classroom. Instructional assistants, also called paraprofessionals, work as part of the educational team and often focus on supporting students with disabilities. Will Houchin and Zoe Gelinas, both students in Boston Conservatory at Berklee’s Master of Music in music education (autism concentration) … Continue reading Communication is Key to Effective Collaboration Between Arts Educators and Instructional Assistants

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 4 – Clay

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 4 – Clay

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 3 – Approximate Perspective

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 3 – Approximate Perspective

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 2 – Weaving

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 2 – Weaving

Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 1 – Expressing Emotion

Visual arts education has historically presented challenges for both individuals who are blind or have low vision and for art educators who are not always equipped with the knowledge of how to successfully adapt their courses for students with disabilities. Dr. Jeremy Johnson of the University of Nebraska at Omaha set out to challenge the … Continue reading Making Arts Learning Accessible for Students Who Are Blind or Have Low Vision: Part 1 – Expressing Emotion

Creating the 2017-2018 VSA Teacher Resource Guide: An Interview with Author Shannon Hayes

The recently published fifth edition of VSA’s Teacher Resource Guide provides visual art lessons that challenge students to use their artistic voices to explore how the arts contribute to our understanding of the world, to our relationships with others, and to the betterment of our communities. This publication is a companion for the VSA International … Continue reading Creating the 2017-2018 VSA Teacher Resource Guide: An Interview with Author Shannon Hayes

Five Tips for Art Teachers Working with Children Who Have Experienced Trauma

By Bev Johns Estimates show that 46 million children are impacted every year by trauma. The content and processes of art education can play a vital role in the education of children who have experienced trauma, are at-risk, are homeless, and/or are incarcerated. As educators, we must be very sensitive to the needs of children … Continue reading Five Tips for Art Teachers Working with Children Who Have Experienced Trauma

Helping Arts Educators Understand and Prepare for a Spectrum of Traumatic Experiences

Research shows that traumatic experiences impact a child’s ability to learn and process information, and traumatic experiences can affect student behavior in and out of the classroom. Unfortunately, educators are often unaware of which students have experienced trauma; this is especially true for arts educators, who may have limited access to student IEPs or knowledge … Continue reading Helping Arts Educators Understand and Prepare for a Spectrum of Traumatic Experiences

Five Tips for Creating Accessible Conference Sessions

By Diane Nutting Conferences are a vital part of our professional development. The opportunity to learn more about innovations in the industry, share new insights and approaches, and network with our colleagues provides inspiration and often results in new ideas, new work, and new partnerships. Creating an accessible conference session ensures that ALL our colleagues … Continue reading Five Tips for Creating Accessible Conference Sessions