ABSTRACT
Advocates regard instruction in and through the arts as essential to a high-quality public education that prepares students for success now and in the future. An emerging body of research supports this claim with reference to students’ growth in areas such as literacy, mathematics, motivation, engagement, critical thinking, communication, and leadership skills (Arts Education Partnership, 2013). To ensure these benefits, all students, including those with disabilities, need access to arts learning and cultural activities, opportunities to develop appropriate skills, and instruction provided by educators who are well prepared to teach them (John F. Kennedy Center, n.d.). Access to learning in and through the arts provides opportunities for youth with disabilities to aspire to careers in artistic fields and to develop the necessary skills to be successful. Opportunities to learn through the arts also hold potential to enhance students’ quality of life, academic learning, and social growth. Successful learning, however, requires arts educators and classroom teachers to include learners with special needs in their instruction.
