Introduction

Part II illuminates the theory of action on student engagement presented in Part I, and puts on offer demonstrations of possibility from three special educators who use arts integration (AI) approaches with their students in an inclusive urban school setting. These chapters address questions of what the AI demonstrations of practice have in common in terms of the following: (1) theory guiding each of the chapters; (2) action research and special education methodology, which has been widely recognized in the AI literature (Burnaford, Aprill, & Weiss, 2001; Rabkin & Hedberg, 2011; Winner & Hetland, 2008), and (3) outcomes related to linguistic, cognitive, and affective dimensions of engagement.