2. You may use this URL to access a detailed agenda and resources for this workshop http://tinyurl.com/p9p592p

3. JAEHN CLARE, MA Wolf Trap Teaching Artist Institute for Educators and Teaching Artists Alliance Theatre, Atlanta, GA B.A. Theatre Arts University of MN M.A. Dramatic Literature University of Essex presented by ARTS ACCESS Jaehn has more than 35 years of experience as an actor, director, producer, playwright, touring artist, teaching artist and arts administrator, and she has more than 33 years of experience as an artist with a disability.

4. WORKSHOP AGENDA WELCOME & INTRODUCTION OVERVIEW & WARM-UP UNIVERSAL DESIGN for LEARNING BREAK11:30 AM INCLUSIVE STRATEGIES LUNCH 12:30 - 1:30 PM CURRICULUM CONNECTIONS BREAK OUT SESSIONS by Artistic Discipline BREAK 3:45 PM WRAPPING IT UP Reflection Next Steps: Resources, Referrals & Supports Closing Circle THE END = 5 PM Responses THE END = 5 PM

5. You may use this URL to access a detailed agenda and resources for this workshop http://tinyurl.com/p9p592p

6. Participants will be able to … Identify one or more inclusive strategies or adaptations that will enhance your arts education toolkit. Comfortably and competently adapt your teaching artistry practice to address all students' learning effectively. GOAL of the WORKSHOP To provide functional and realistic strategies that may be immediately applied in your teaching artistry.

7. CROSS THE ROOM “Cross the room if …“

8. K … W What do you KNOW about disability … access … inclusion? What do you KNOW about disability … access … inclusion? What do you WANT to know about disability … access … inclusion?

9. I learned this from Eric Booth, Master Teaching Artist “ The Zone of Maximum Engagement” … is a dynamic relationship between ANXIETY & BOREDOM from the book FLOW, by Mihály Csíkszentmihályi

10. As we go through today, please notice the flow of your own anxiety & boredom ~ and notice options and opportunities.

11. A conceptual framework offering multiple flexible options for UNIVERSAL DESIGN FOR LEARNING ENGAGEMENT ACTION & EXPRESSION REPRESENTATION

12. UDL Guidelines – Educator WorksheetUDL Guidelines – Educator Worksheet - v. 2 I. Provide Multiple Means of Representation:Provide Multiple Means of Representation: Your notes 1.Provide options for perceptionProvide options for perception 1.1Offer ways of customizing the display of informationOffer ways of customizing the display of information 1.2Offer alternatives for auditory informationOffer alternatives for auditory information 1.3Offer alternatives for visual informationOffer alternatives for visual information 1.Provide options for language, mathematical expressions, and symbolsProvide options for language, mathematical expressions, and symbols 2.1Clarify vocabulary and symbolsClarify vocabulary and symbols 2.2Clarify syntax and structureClarify syntax and structure 2.3Support decoding of text, mathematical notation, and symbolsSupport decoding of text, mathematical notation, and symbols 2.4Promote understanding across languagePromote understanding across language 2.5Illustrate through multiple mediaIllustrate through multiple media 1.Provide options for comprehensionProvide options for comprehension 3.1Activate or supply background knowledgeActivate or supply background knowledge 3.2Highlight patterns, critical features, big ideas, and relationshipsHighlight patterns, critical features, big ideas, and relationships 3.3Guide information processing, visualization, and manipulationGuide information processing, visualization, and manipulation 3.4Maximize transfer and generalizationMaximize transfer and generalization II. Provide Multiple Means for Action and Expression:Provide Multiple Means for Action and Expression:Your notes 1.Provide options for physical actionProvide options for physical action 4.1Vary the methods for response and navigationVary the methods for response and navigation 4.2Optimize access to tools and assistive technologiesOptimize access to tools and assistive technologies 1.Provide options for expression and communicationProvide options for expression and communication 5.1Use multiple media for communicationUse multiple media for communication 5.2Use multiple tools for construction and compositionUse multiple tools for construction and composition 5.3Build fluencies with graduated levels of support for practice and performanceBuild fluencies with graduated levels of support for practice and performance 1.Provide options for executive functionsProvide options for executive functions 6.1Guide appropriate goal settingGuide appropriate goal setting 6.2Support planning and strategy developmentSupport planning and strategy development 6.3Facilitate managing information and resourcesFacilitate managing information and resources 6.4Enhance capacity for monitoring progressEnhance capacity for monitoring progress III. Provide Multiple Means for Engagement:Provide Multiple Means for Engagement:Your notes 1.Provide options for recruiting interestProvide options for recruiting interest 7.1Optimize individual choice and autonomyOptimize individual choice and autonomy 7.2Optimize relevance, value, and authenticityOptimize relevance, value, and authenticity 7.3Minimize threats and distractionsMinimize threats and distractions 1.Provide options for sustaining effort and persistenceProvide options for sustaining effort and persistence 8.1Heighten salience of goals and objectivesHeighten salience of goals and objectives 8.2Vary demands and resources to optimize challengeVary demands and resources to optimize challenge 8.3Foster collaboration and communityFoster collaboration and community 8.4Increase mastery-oriented feedbackIncrease mastery-oriented feedback 1.Provide options for self-regulationProvide options for self-regulation 9.1Promote expectations and beliefs that optimize motivationPromote expectations and beliefs that optimize motivation 9.2Facilitate personal coping skills and strategiesFacilitate personal coping skills and strategies 9.3Develop self-assessment and reflectionDevelop self-assessment and reflection © CAST 2011CAST UDL Guidelines Educator Worksheet v-2

13. Digging Deeper into UDL Which of these do you already do in your teaching artistry?

14. Digging Deeper into UDL How could one or more of these options help you address a barrier or challenge to student participation and inclusion?

15. Digging Deeper into UDL Choose ONE : What did you see/hear in the previous small group rounds? What do you think about it? [what you saw/heard] What do you wonder about now?

16. C A S T http://cast.org/udl/ http://www.udlcenter.org/implementation/examples http://www.udlcenter.org/implementation/examples “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 to download the PDF

18. PEOPLE FIRST LANGUAGE “The Disabled” “Disabled” is NOT a noun ( It is an adjective ) The person before the disability Multiple resources are available

19. COMMUNICATION PRACTICES AND … Engage teachers, para-professionals, parents … AND … student(s) themselves ~ ask the student for adaptation strategies; enlist all students as experts in creating shared/inclusive/accessible learning “Nothing about us without us.”

20. LOWEST LEVELS OF INTERVENTION A process of progressive steps Hand beneath hand rather than hand-over-hand Minimum assistance that fosters maximum independence

21. So… What if we stop saying, “But she can’t walk!” and we notice what she CAN do think … feel … smile … imagine … create … What is the value of inclusion? WHY / Does this matter? What if we take the DIS- out of “disability”?

22. A cautionary note: Sensory overload can have a negative impact on learners and learning. Some types of disabilities are exacerbated by sensory overload. It is important for us to be well-informed about disability and inclusion practices in our teaching artistry.

23. PLANNING, PROTOCOLS & PROCESS Consider … ? What are the particular needs of the learners you will be teaching? ? What are the issues we need to discuss with school personnel ~ and who are they? ? What do we NOT need to know; i.e., we do not get to see/read IEPs ? How do we plan for a lesson, and yet remain ready to adapt and respond to the needs of the learners? ? How do we best utilize support(s) in the classroom? ? How can we improve our practice in this work?

25. C ONNECTIONS Looking at curriculum goals through the lens of Exceptional Children & Individual Education Plans C URRICULUM

26. ARTS = T HE U NIVERSAL A CCOMMODATOR by Chris Larson / Behavior Support Liaison, Student Nurturing Team Facilitator ArtSpace Charter School Success looks different for each student © 2013 Chris Larson

27. Gaining Access to the Arts 4 P ILLARS OF A CADEMIC A CCESS Student accommodations Environmental modifications Curricular adaptations Teacher considerations Always be yourself, express yourself, have faith in yourself, do not go out and look for a successful personality and duplicate it. “ ~ Bruce Lee

28. Student Accommodations Scaffolding previous experiences – Art for arts sake – Teaching core concepts Behavior needs vs. accessibility Pre-stimulus reduction – Sensory centers – Anticipated expectations Demonstrating understanding © 2013 Chris Larson

29. Environmental modifications Preferential seating Noise reduction – Paraverbal communication – Nonverbal cues – Headphones Flexibility © 2013 Chris Larson

30. Curricular Adaptations Expectations for completed work – What will it look like for my students? Vertical alignment Chunking standards © 2013 Chris Larson

31. Teacher Considerations Process vs. product Consider Emotional Intelligence Rubrics – blueprints for success Reflection (Individual, Group …) – Reflect, acknowledge, adjust – Celebrate failure Collaboration is key © 2013 Chris Larson

32. Student indentified as Academically Gifted Student on the Autism Spectrum *Interventions should be based on functional analysis of students behavior* Student identified with a Specific Learning Disability Student with Sensory Integration considerations Student Environmen t Teacher Curriculum Student’s needs in order to access their learning Curriculum Environment Student Teacher Student’s needs in order to access their learnin g Student Student’s needs in order to access their learning Teacher C urriculum Environment © 2013 Chris Larson Curriculum

34. How can ideas and strategies shared today enhance your existing lesson plans ~ make them more inclusive of learners with disabilities? How can ideas and strategies shared today enhance your existing lesson plans ~ make them more inclusive of learners with disabilities? What else do you need to know, have, or do to move your work forward? Share Lesson Plans & Ideas

36. Reflection: L & S What did you LEARN today? What do you STILL want to know? What do you STILL want to know?

37. BETSY LUDWIG / Arts Access Resources Referrals Supports NEXT STEPS BETSY LUDWIG / Arts Access Resources Referrals Supports

38. RESPONSES Please take a few moments to complete the evaluation survey … Thank You for your participation and feedback !

39. JaehnClare@JaehnClare.net also on L INKED I N