Abstract
A university community-based intercession course offers preservice art teachers a unique opportunity to experience inverse inclusion in an art class for special needs adults. Inverse inclusion allows preservice teachers to become students working side-by-side with an equal or greater number of special needs learners, and also places them in occasional roles as teacher, teacher’s assistant, and videographer. Their observations and interactions within these roles provide preservice teachers with perceptive insights and perspectives about teaching, and nurture a better understanding of special needs students’ personal interests and abilities. Applying, reflecting upon, and adapting open-ended art curriculum theory and practice from multiple participant perspectives suggest the potential to apply this model of inverse inclusion to preservice art education programs and research.
Recommended Citation
La Porte, Angela M.
(2015)
"Inverse Inclusion: A Model for Preservice Art Teacher Training,"
Artizein: Arts and Teaching Journal: Vol. 1:
Iss.
1, Article 8.
Available at:
https://opensiuc.lib.siu.edu/atj/vol1/iss1/8
Adding to a collaborative landscape
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Completed collaborative landscape
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Working on poster designs
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Favorite repeated imagery
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Elaborating on imagery through storytelling
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Designing fairytale book
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Drawing extension to stained glass window design
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Familiar form in inkblots
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Expanding of inkblot forms
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Experimenting with inkblots on recycled magazine pages
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