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Everyday Arts for Special Education: Impact on Student Learning and Teacher Development

  • Rob Horowitz
Chapter

Abstract

Everyday Arts for Special Education was a five-year program providing professional development and instruction in the arts in ten, New York City, special education elementary schools, funded through a US Department of Education i3 grant. The program served 300 teachers and 5334 special education students. The impact of the program on reading achievement and social-emotional learning was investigated through a quasi-experimental design, using the New York State Alternative Assessment and the Student Annual Needs Determination Inventory. A mixed-method study included weekly student assessment by participating teachers, structured observations, surveys, and interviews. The program was determined to have an effect on reading scores, social-emotional learning, communication and socialization skills, and teachers’ ability to implement arts-based teaching methods for students with varied disabilities.

Keywords

Disabilities Social-emotional learning Special education 

References

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Rob Horowitz
    • 1
  1. 1.Center for Arts Education Research, Teachers CollegeColumbia UniversityNew YorkUSA

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