Laughter Filled the Classroom: Outcomes of Professional Development in Arts Integration for Elementary Teachers in Inclusion Settings

Abstract

This qualitative study examined teachers’ experiences with an arts integration curriculum. This study considered the teachers’ perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and inclusion classrooms with children with learning disabilities. This study provided insight into the value of arts integration. It validated the advantages of arts integration professional development and noted that even on smaller scales it can be beneficial for students and teachers. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the direct perspectives of teachers involved in an arts integrated lesson. This study was an attempt to provide the teachers’ voices. The major means of collecting data were pre- and post-course survey. This study offers strategies to enhance educational practices for educators, arts advocates, and parents. Subscribe to LDMJ