Handbook of Arts Education and Special Education

I. Setting the Context for Educating Students with Disabilities in the Arts 1. The Changing Landscape of Arts Education and Special Education 2. Conceptual and Historical Foundations of Education in and through the Arts for Students with Disabilities 3. Collaboration between Special Education and Arts Education: Negotiating Standards for Teachers and Students 4. Creativity, Disability, Diversity, and Inclusion II: Ensuring an Appropriate Education in the Visual and Performing Arts 5. Legal Aspects of Teaching Students with Disabilities in the Arts 6. Using Evidence-Based Practice in Teaching Students with and at Risk for Developing Disabilities 7. Preparing to Teach Students with Disabilities in and through the Arts 8. Paraeducator Issues and Strategies for Supporting Students with Disabilities in Arts Education III: Developing Students' Artistic, Academic, and Personal Growth 9. Inclusion and Disability in Visual Arts Education 10. Including Students with Disabilities in Music Education 11. Dance Education for Students with Disabilities 12. Including Students with Disabilities in Theatre Education 13. Arts Integration and Special Education 14. Arts in the Therapeutic Process: Art Therapy, Dance/Movement Therapy, and Music Therapy in Schools IV. Arts Education and Community Living 15. Community Arts for Youth with Disabilities 16. Perspectives of Young Artists with Disabilities: Negotiating Identity 17. Family Perspectives on Access to Arts Education for Students with Disabilities 18. Career and Workforce Development in the Arts for Youth with Disabilities 19. International Perspectives on Arts Education and Special Education: Views from the Field V. Emerging Trends and Future Directions 20. The Impact of Technology Innovations at the Intersection of Arts Education and Special Education 21. Educating Students in and through the Arts: The Need for Research and Evaluation 22. Trends and Issues Influencing Arts Education for Students with Disabilities

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State Education Agency Directors;Handbook of Arts Education and Special Education;Model Cornerstone Assessments;Jean B. Crockett;National Art Education Association;Sharon M. Malley;Arts Education Advocacy;students with disabilities;IEP Team;community arts;National Core Arts Standards;research-based practices;High Quality Arts Education;professional standards;ESSA;social growth;Special Education Teacher;career education;Student's IEP;creativity;Music Therapy;diversity;IEP Goal;inclusion;Arts Education;para-professional issues;Postsecondary Education;visual arts;IEP Process;music;Arts Therapies;dance;Arts Integration;theatre;Visual Arts Educators;media arts;Music Education;Professional Development;Michael Blakeslee;Arts Integration Research;Karen Keifer-Boyd;UDL Principle;Bryan G. Cook;Community Art Initiatives;Jamie Simpson-Steele;Steam Education;Lysandra H. Cook;FAPE;Juliann B. Dorff;Ritu V. Chopra;Diane Carroll;Sharon K. Manjack;Michelle Kraft;Alice-Ann Darrow;Mary Adamek;Jenny Seham;Sally Bailey;Alida Anderson;Katherine A. Berry;Donalyn Heise;Erin J. Hoppe;Ryan M. Hourigan;Alice M. Hammel;Michael W. Harvey;John D. Kemp;Donald DeVito;Gertrude Bien Aime;Hannah Ehrli;Abijah Bertrand;Gloria Valladares;Kimberly McCord;Rob Horowitz