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.
This research was supported by US Department of Education i3 Grant U396C100275 awarded to District 75, New York City Department of Education.
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Notes
- 1.
District 75’s arts partner was MNMP for the first two years of the grant. MNMP was absorbed by UAP, which then became District 75’s partner for the final three years.
- 2.
Because students were rated on a 3-point scale, mean scores could range from 1 to 3.
References
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New York State Education Department, Office of State Assessment. (2010). New York State Alternative Assessment: Administration manual 2010–11, pp. 1–31. Albany, NY.
Riverside County Office of Education, Special Education Unit. (2008). Student annual needs determination inventory (3rd ed.). Riverside, CA: Riverside County Office of Education.
What Works Clearinghouse: Procedures and Standards Handbook: Version 3.0. (2014). Washington, DC: U.S. Department of Education, Institute of Education Sciences.
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Horowitz, R. (2018). Everyday Arts for Special Education: Impact on Student Learning and Teacher Development. In: Rajan, R., O'Neal, I. (eds) Arts Evaluation and Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-64116-4_3
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DOI: https://doi.org/10.1007/978-3-319-64116-4_3
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