Chapter 8
Inclusive Education
What is inclusive education?
• Aim: to ensure all arts learners in same class develop to their full potential.
• Use dif. methods to ensure all can participate equally.
Learning barriers when teaching & learning arts
• Socio-economic
o Face inadequate resources for learning.
o Socio-economic challenges that affect arts:
▪ lack of access to educational institutions.
▪ poverty.
▪ unsafe environment.
▪ chronic illness.
▪ lack of parental involvement.
▪ values & morals.
▪ negative attitude of society.
o Learning barriers that develop from socio-economic factors:
▪ lack of basic observation skills.
▪ poor reading abilities.
▪ lack of language proficiency & communication skills.
▪ poor development of senses: insufficient stimulation.
▪ poor development of art skills: not attending school.
substance abuse, crime, pregnancy.
▪ depression.
▪ lack of funds.
o Role of Arts Teacher to overcome socio-economic factors:
▪ ensure secure & welcoming learning environment.
▪ baseline assessment to establish levels of cognitive & creative skills.
▪ repeat most basic art skills.
▪ organise feeding schemes.
▪ combat abuse by working w/ social workers & police.
• Language impairment
o Not able to use/understand verbal/non-verbal language.
o Language impairment derives from:
▪ inherited genetic impairment.
▪ language of instruction is second language.
▪ visual/auditive impairment.
▪ intellectual impairment.
▪ autism/ other disorders.
, • Lack of parental involvement
o Learning-disabled can cause stress in household & lead to divorce.
o Parents need to show positive attitude, adjust routines to suit needs of disabled &
accept them as they are.
o Parents may not support, because:
▪ unaware of learning problems.
▪ unable to read sign language/Braille.
▪ cannot communicate in child’s language of instruction.
▪ don’t discipline child @ home = behavioural problems @ school.
▪ handed over parental responsibilities to other family members.
− Teacher can help alleviate issues by organising training sessions.
− Encourage parents to attend courses in sign language & Braille.
o Methods that parents can apply to assist child’s arts learning.
▪ Misbehaviour: - learner seeks special attention.
- has become overexcited & cannot complete task.
- frustrated @ not being able to complete task.
- parents should be patient & assure child they are proud of
all their attempts.
▪ Record keeping: - keeping completed art act. parent focus strengths.
- remember what act. kept child’s attention for longer.
- which act. influenced learner in negative way.
▪ Flexibility: - don’t implement too many rules.
▪ Fairness & honesty: - child will trust & believe what you say.
▪ Underperformance of learner in arts: - don’t panic.
- seek support from therapists.
▪ Arts act.: - select act. according to their ability.
- will then experience feeling of achievement.
- develop + self-esteem.
▪ Fine motor control: - allow to create art piece w/ dough.
- various textures can be used especially for visually
impaired.
▪ Musical instruments: - allow to experiment & learn to play instrument.
- Autistic & Down syndrome react well to playing
instruments.
▪ Enjoyment: - expose child to all components that will make them laugh.
• Disabilities
o Visual impairment
▪ Lack of ability to observe & process visual images.
▪ Observe carefully to determine who might be visually impaired.
▪ Red, sore & squint eyes, headaches, holding book close to face.
▪ Support by adjusting arts class:
− seat visually impaired in front.
− enlarge reading material.
− write on yellow cardboard; more visible.
− ensure sufficient light.
− seat albinism in darker areas of class out of sunlight.
− teach learners to read Braille.
Inclusive Education
What is inclusive education?
• Aim: to ensure all arts learners in same class develop to their full potential.
• Use dif. methods to ensure all can participate equally.
Learning barriers when teaching & learning arts
• Socio-economic
o Face inadequate resources for learning.
o Socio-economic challenges that affect arts:
▪ lack of access to educational institutions.
▪ poverty.
▪ unsafe environment.
▪ chronic illness.
▪ lack of parental involvement.
▪ values & morals.
▪ negative attitude of society.
o Learning barriers that develop from socio-economic factors:
▪ lack of basic observation skills.
▪ poor reading abilities.
▪ lack of language proficiency & communication skills.
▪ poor development of senses: insufficient stimulation.
▪ poor development of art skills: not attending school.
substance abuse, crime, pregnancy.
▪ depression.
▪ lack of funds.
o Role of Arts Teacher to overcome socio-economic factors:
▪ ensure secure & welcoming learning environment.
▪ baseline assessment to establish levels of cognitive & creative skills.
▪ repeat most basic art skills.
▪ organise feeding schemes.
▪ combat abuse by working w/ social workers & police.
• Language impairment
o Not able to use/understand verbal/non-verbal language.
o Language impairment derives from:
▪ inherited genetic impairment.
▪ language of instruction is second language.
▪ visual/auditive impairment.
▪ intellectual impairment.
▪ autism/ other disorders.
, • Lack of parental involvement
o Learning-disabled can cause stress in household & lead to divorce.
o Parents need to show positive attitude, adjust routines to suit needs of disabled &
accept them as they are.
o Parents may not support, because:
▪ unaware of learning problems.
▪ unable to read sign language/Braille.
▪ cannot communicate in child’s language of instruction.
▪ don’t discipline child @ home = behavioural problems @ school.
▪ handed over parental responsibilities to other family members.
− Teacher can help alleviate issues by organising training sessions.
− Encourage parents to attend courses in sign language & Braille.
o Methods that parents can apply to assist child’s arts learning.
▪ Misbehaviour: - learner seeks special attention.
- has become overexcited & cannot complete task.
- frustrated @ not being able to complete task.
- parents should be patient & assure child they are proud of
all their attempts.
▪ Record keeping: - keeping completed art act. parent focus strengths.
- remember what act. kept child’s attention for longer.
- which act. influenced learner in negative way.
▪ Flexibility: - don’t implement too many rules.
▪ Fairness & honesty: - child will trust & believe what you say.
▪ Underperformance of learner in arts: - don’t panic.
- seek support from therapists.
▪ Arts act.: - select act. according to their ability.
- will then experience feeling of achievement.
- develop + self-esteem.
▪ Fine motor control: - allow to create art piece w/ dough.
- various textures can be used especially for visually
impaired.
▪ Musical instruments: - allow to experiment & learn to play instrument.
- Autistic & Down syndrome react well to playing
instruments.
▪ Enjoyment: - expose child to all components that will make them laugh.
• Disabilities
o Visual impairment
▪ Lack of ability to observe & process visual images.
▪ Observe carefully to determine who might be visually impaired.
▪ Red, sore & squint eyes, headaches, holding book close to face.
▪ Support by adjusting arts class:
− seat visually impaired in front.
− enlarge reading material.
− write on yellow cardboard; more visible.
− ensure sufficient light.
− seat albinism in darker areas of class out of sunlight.
− teach learners to read Braille.
