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Incorporating arts education for special education students and balancing mandated services
1:58:40
ยท
178 sec
Council Member Rita Joseph raises concerns about incorporating arts education for special education students and balancing it with mandated services. DOE officials discuss strategies and challenges in addressing these issues.
- Schools face challenges in balancing mandated services with arts education for special education students
- DOE is considering push-in models to integrate related services into core content classes, including arts
- The importance of making arts instruction inclusive for all students, including those in special education programs, is emphasized
Rita Joseph
1:58:40
And another population of our students that are always left behind in programming, special education.
1:58:45
The students in special education being removed for art classes receive mandated services, how is that incorporated?
Cordelia Veve
1:58:53
Sure.
1:58:54
So you know students having mandated services usually in terms of related services versus an ICT or SCC model.
1:59:05
Obviously not are recommended to pull students from arts, but we also know that schools are making decisions, and they have a lot of conflicting priorities, and so they have to think about the resources that they have available.
1:59:20
I think one of the ways that we're thinking about how can we reduce the amount of times that this has to happen because I don't think that we will ever be able to eliminate it fully because of very specific unique needs that a student has is really thinking about how can related services be integrated into core content classes inclusive of the arts.
1:59:42
And that's something that we talk about with our colleagues in Dial to think about how might speech be integrated into the core classes so that students do not have to be pulled out of their core content classes inclusive of arts.
Rita Joseph
1:59:53
Are you thinking of a push in model that might work?
Cordelia Veve
1:59:57
Exactly.
1:59:57
And there are models that exist already and so just thinking about how that happens, but I do think we have to be cognizant of the fact that based on the needs of a variety of students, based on very specific needs, we may not be able to eliminate that completely.
Rita Joseph
2:00:14
For ICT model, how would that look?
2:00:17
Because then you can do a push in because you have both educators there, you have your gen ed, you have a special ed right there.
2:00:22
How can you do a push in for ICT model?
Cordelia Veve
2:00:28
So are you talking about a push in for
Rita Joseph
2:00:30
related Related services that can also incorporate arts in it.
2:00:33
Because one of the things I'm seeing as the chair and even when I was an educator, our students with special needs get left behind for everything, even summarizing.
2:00:43
They can't stay till a full day because there's no bus to bring them home.
2:00:45
There's so many different barriers.
2:00:48
How do we move some of those barriers and allow students to also enjoy arts education?
Cordelia Veve
2:00:52
So, what I would say is if we're talking just about either a special class or an ICT model, I don't think that that removes students from arts programming.
2:01:03
Those classes then follow the regular program of a school, and so the arts office then does work on thinking about how are we making sure that arts instruction is inclusive to all within those models.
2:01:15
I think when we're talking about students being pulled out of an arts class to receive services, we're talking about related services that might be counseling, hearing services, PT, OT, so on and so forth.
2:01:28
And so thinking about what are some models that exist for those to be integrated, whether it's into their English class or to their arts class so that they don't have to be pulled from core content.