1. What questions do you have? Grab a post-it. Write your thoughts down. Share it on the poster.

2. Arts & Inclusive Learning Tennessee Jaehn Clare, VSA GeorgiaKati Blair, VSA Massachusetts

3. Goals & Objectives Inclusive, arts-Integration and arts instruction requires persistence and risk-taking. Arts processes can serve as inclusive strategies and promote self-agency in students with and without disabilities.

4. Moving our bodies Making art Reflecting on arts processes as inclusive strategies Creating next step plans What are we doing today?

5. What is your definition of disability?

6. Mary's Powerpoint

7. Take a Break

8. Engagement (The Why) Stimulate interest and motivation in learning

9. Sculpture 1st round Choose a word. Think about what you want to express and show it with your body. 2nd round With your partner, choose who will be the art material and who will be the sculptor. Look at the UDL posters you may pick any word anywhere on the paper to express. 3rd round Pick a term from your envelope. Build a tableau without speaking to each other. Share the tableau with the whole group.

10. What do you see? Representation Engagement Expression or Action What do you see that prompts you to say that? What else do you notice?

11. What did you notice? 7. Provide options for recruiting Interest 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value and authenticity 7.3 Minimize threats and distractions

12. What did you notice? 8. Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback

13. What did you notice? 9. Provide options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection

14. Time for Lunch

15. Exercise Your Perception Work with a partner. Don't show the image to your partner. Describe what you see without using the proper name (if you know what it is), be as accurate as possible, use descriptive words; measurements, angles, textures, comparisons, etc. Draw what you hear. Switch roles with your partner. Discussion: How close is your image to what your heard? What were some ways to your success or barriers that you faced? How did you feel in the process? Problems?

16. Representation (The What) The way information and content are presented

17. Reflection on Representation Review your UDL lens provided before the start of the lesson. What are you already doing that addresses the guideline or checkpoints? Discuss with your partner and write it on a post- it. Share by posting it under the guideline.

18. Take a Break

19. Expression (The How) How students act on and express what they know?

20. Bookmaking

21. Step 1: Choose your materials Assorted papers Stick or pencil (binding) rubber band or yarn Scissors Assorted design materials

22. Step 2: How to put it together 2. Punch two holes 1. Trim assorted papers 3. Attach binding

23. Step 3: Design the cover of your book

24. Adaptive tools & strategies that meet physical needs

25. Reflection on Action & Expression Review your UDL lens provided before the start of the lesson. Which checkpoints did you experience? Discuss with your small group.

26. Take a Break

27. Thinking of today’s workshop, moving forward in my own practice I see myself...

28. Small group action plans o What are some of the specific barriers to learning in your work context? o Which of these barriers could you effectively address in your own work? o How can you use some of the strategies and skills offered today to address those barriers? o What other resources (human, material, financial, metaphysical…) do you need to create, enhance and sustain inclusion in your own work / practice ?

29. www.vsaarts.org http://artandudl.blogspot.com/ http://www.cast.org/ http://www.udlcenter.org/ Resources