Arts Integration and Special Education | An Inclusive Theory of Action for Student Engagement

Alida Anderson

ISBN 10: 0415744172 / ISBN 13: 9780415744171

Published by Routledge, 2014

About this Item

Arts Integration and Special Education | An Inclusive Theory of Action for Student Engagement | Alida Anderson | Buch | Englisch | 2014 | Routledge | EAN 9780415744171 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Seller Inventory # 128502685

Bibliographic Details

• Title: Arts Integration and Special Education | An Inclusive Theory of Action for Student Engagement
• Publisher: Routledge
• Publication Date: 2014
• Language: English
• ISBN 10: 0415744172
• ISBN 13: 9780415744171
• Binding: Buch
• Condition: Neu
• Dimensions: 235W x 157H x 17D millimeters 235 millimeters width by 157 millimeters height by 17 millimeters depth
• Weight: 479 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Arts Integration and Special Education contributes to research, policy, and practice by providing a theory of action for studying how linguistic, cognitive, and affective student engagement relates to arts integrated learning contexts and how these dimensions of engagement influence content area and literacy learning.

Arts Integration and Special Education connects the interdisciplinary framework in human development and linguistics, special education, and urban education with primary action research by special educators trained in arts integration, working in an inclusive urban charter school with middle school age students. Upper elementary to middle-grade level student learning is relatively understudied and this work contributes across fields of special education and urban education, as well as arts education. Moreover, the classrooms in which the action research occurs are comprised of students with a diverse range of abilities and needs. The book’s interdisciplinary model, which draws on developmental and educational psychology, special education, and speech/language pathology research and practice, is the first to posit explanations for how and why AI contexts facilitate learning in students with language and sensory processing disorders, and those at-risk for school failure due to low socioeconomic status conditions.

About the Author

Alida Anderson is Associate Professor in the School of Education, Teaching and Health in the College of Arts & Sciences at American University. She was formerly an artist and special education K-12 teacher.