Dr. Julia Heath Reynolds is part of the music faculty at Belmont University.  The link to the recording of Dr. Heath Reynolds' webinar “Inclusivity with Intention" can be found under Webinar Recordings.

Rehabilitation Act - Section 504

★ Rights
• Attend 504 Plan team meeting
• Receive a copy of the 504 Plan
• If you disagree with the 504 Plan:
          - Express view at a meeting & suggest alternatives
          - Refuse to sign the plan
          - Contact your union rep if you believe the plan alters your terms and conditions of employment

In their webinar, Andre Avila and Robin McCall of ComMotion - Community in Motion explain how to combine the power of technology, unique partnerships, and multidisciplinary arts to bring authentic voices of Latin America into your classroom through adaptive and inclusive movement programs. Students learn about the world while also exploring social and emotional learning competencies, including self-awareness, social awareness, and relationship skills.

1. The physical and emotional benefits of dance are enjoyed by neurotypical and atypical students alike. Physically, as we strengthen our bodies and voices, we become more expressive and resilient overall. Emotionally, dancing helps us relax, refresh, and feel connected to our community.

2. To help students practice spontaneity and leadership skills, invite them to add their ideas to a dance. Start with a follow-the-leader approach and then ask for volunteers to contribute new movements. For example, demonstrate three circular movements and then ask, “What other circles can we make with our body?” Their answers form the building blocks of the dance.

Trauma and its effects on learning have significant impacts on the K-12 arts classroom, and these are often be compounded for students with disabilities.  In their webinar "Addressing Student Trauma through Mindful Art Practices: Lessons from New Orleans," J. Celeste Kee and Renee Benson explore how mindful engagement in art making can allow students to release their trauma.  Below are some of the practical tips shared in the webinar.

Big Ideas

Mockingbird, a play by Julie Jensen, adapted from the novel by Kathryn Erskine, features a main character on the autism spectrum.

“We were determined to cast an actor with autism to play the character with autism in Mockingbird”, says Erica Berman, Mockingbird’s director and Children’s Theater of Madison’s (CTM) Director of Education and Community Engagement. “In doing so, we are deepening our commitment to representation in the theater for people who are underrepresented.” Berman cast Mattie Olson, an 11-year-old on the autism spectrum, in the role.  Olson found it to be a natural fit.  "Acting has always helped me figure out the world,” says Olson, “It's like the whole world is kind of a script to me. And what I say is my script."

“Promoting Equity at the Intersection of Deaf Education and the Arts” is a full-day preconference session at the VSA Intersections: Art and Special Education Conference taking place October 25-28, 2019 in Irvine, California.

Theater artist, advocate and educator Fred Beam has been a driving force in support of arts learning for D/deaf and hard of hearing (D/HH) students. He and Brian Cheslik, a theater teacher at Texas School for the Deaf and Founding Artistic Director of Deaf Theater Austin, will present at the first session in VSA Intersections history to focus exclusively on arts education and D/HH learners. 

Universal Design for Learning (UDL) is a framework for curriculum development that provides many different points of access for each student.  In recognition that each learner is as unique as their fingerprint, UDL aligned pedagogy offers multiple ways for students to receive information, express what they know and engage with the content in ways they find interesting and motivating.

In this article, three experienced arts practitioners share some of the UDL aligned strategies and accommodations they employ:  Teaching Artist and Music Therapist Deb Neuman; Accessibility Coordinator, Director and Drama Teaching Artist Fran Sillau; and Middle School Visual Art Teacher Samantha Varian.

In this article, two New Orleans area arts education leaders share their knowledge and experience building partnerships to create arts-rich schools and connect students to the local culture and arts community.