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Arts for All November Workshop Asheville
Links and Documents
I. Welcome and Overview
Recording of Workshop Part 1 (Introduction, UDL and Parent Perspective)
NOV 2013 ArtsAccessNC ARTS for ALL.pptx
II. Introduction and Warm-Up
A. Speaker Introduction JAEHN (pronounced "Jane”) CLAR
is a theatre artist with more than thirty years experience as an actor, director, producer, playwright, touring artist, teaching artist and arts administrator. She first exercised her interest in theatre as a teenager, as an award-winning member of her high school Drama Club. Since then Jaehn has earned a B.A. in Theatre Arts from the University of Minnesota (Minneapolis), and an M.A. in Dramatic Literature from the University of Essex (Colchester, England)
B. Cross the Room
1.What do you
about disability, access or inclusion?
2. What do you
D. Anxiety & Boredom "The Zone of
E. Prompt Question
Please notice what sort of options and opportunities you experience, as well as the flow of your anxiety and your boredom throughout the workshop.
Cross the Room
III. Universal Design for Learning
A. Overview of
B. What do you notice? Do you think one "bucket" is more important than the other two? Why or why not?
C. Guidelines Educator Worksheet-v.2
D. Digging Deeper into UDL
3 rounds of small group work; each participant will choose a blue, green or purple crayon, pencil or marker out of a bag.
Find the people who have the same color.Review the checklist for your bucket:
Which of these do you already do in your teaching artistry?
Find he people who have the same type of mark-maker that you have – crayon, marker, or pencil. Do this
. Think about a student with a disability How could one or more of these options help you and that student address a barrier or challenge to their participation/inclusion?”
Round 3 Literary Arts/Performing Arts/Visual Arts
Find the people who are in your discipline.Your prompt for this round is an
Artful Thinking Strategy
See * Think * Wonder
of these questions: What did you see/hear in the previous small group rounds?” or What do you think about what you saw/heard? or “What do you wonder about now?”
B) Choose a timekeeper
C) Each person has
to address the
question they chose.
UDL Principles overview.pdf
UDL Guidelines Educator Worksheet.docx
is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL), which is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - a flexible approach that can be customized and adjusted for individual needs. Founded in 1984 as the
Center for Applied Special Technology
, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies.
UDL at a Glance"
UDL Resources & Examples
National Universal Design for Learning Center
Founded in 2009, the
National UDL Center
supports the effective implementation of UDL by connecting stakeholders in the field, and providing resources and information about advocacy, research, community and educational tools relating to UD
The Intersection of Arts Education and Special Education: Exemplary Programs and Approaches, ”
produced by The John F. Kennedy Center for the Performing Arts, © 2012.; search online for the download of the PDF; or contact Jaehn Clare via Email.
Break 11:30 a.m.-11:40 a.m.
V. Inclusive Strategies
A. People First Language
B. Communication practices, handout by Deborah Stuart
1. Engage teachers and para-professionals
2. Include parents and students.
C. Lowest Levels of Intervention, handout by Deborah Stuart
1.What if we take the DIS out of disability? What if we focus on what each learner can do, rather than “But they can’t … “?
Why does this matter? What is the value of inclusion
E. A facilitated discussion re: planning process & protocols
What are the particular needs of learners you will be teaching?
What are the issues we need to discuss with school personnel?
What do we not need to know; i.e., we do not get to see or read IEPs
How do we plan for a lesson and yet remain ready to adapt and respond?
How do we best utilize support in the classroom?
How can we improve our practice in this work?
A New Kind of Listening
People First Language
People First Language.pdf
Lowest Level of Intervention
Lowest Levels of Inter.doc
The Role of Communication
Access to Student Records
Lunch 12:30-1:30 pm
Open & free-flowing discussion amongst participants
Considerations & Curriculum for Exceptional Children's Services
Guest Speaker- Chris Larson, Behavior Support Liaison, ArtsSpace Charter
ARTS The Universal Accommodator.pptx
Break Out Sessions by Disciplines
How can ideas and strategies shared today enhance your existing lesson plans, and help you make them more inclusive and accessible to learners with disabilities?
What else do you need to know, have, or do to move your work forward?
Break 3:45 p.m. - 4:00 p.m.
Cookies and Beverages
1. What did you LEARN
of value, about disability…access…inclusion)
2. What do you STILL want to know
B. Next Steps
Arts Access information re: where to go, resources, referrals, supports
C. Closing circle
Clap Around or Pass the Squeeze
1. Teach it
2. “What if I have only
D. Response Forms
Residency Planning Form
Disability is Natural
Project Zero and Howard Gardner
help on how to format text
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