ABSTRACT
This chapter explores research findings in arts integration and special education in relation to the theoretical framework. It discusses three main arts approaches that emerged from the drama intervention literature: the use of process drama activities and strategies, Readers Theater, and the development of creative drama-based curricula. Students increased familiarization with the highly precise and specific academic language of film drama, dance/movement, literature, social studies, and mathematics through discussion and collaboration facilitated their use of more specialized and decontextualized academic language in written expression. The professional literature, empirical inquiries, and action research presented in the chapter help to situate where we are now with regard to research at the intersection of arts integration and special education. This synthesis of findings provides further support for arts integration as an inclusive instructional approach for cognitive, affective/motivational, and linguistic engagement through the contextualization of learning.
