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It outlines how early childhood educators can use dance, drama, music, poetry, visual arts, and literature to support independence and participation, while strengthening cognitive, language, social, emotional, and motor skills. 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It focuses on belonging, value, and accepting differences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers use the arts to support all learners?",{"text":117,"@type":113},"Teachers can adapt expressive arts such as dance, drama, music, poetry, and visual arts so everyone can engage and succeed. 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C. Miki Henderson  \n& Elizabeth Lasley  \nEditor’s Note: In the context of this article, inclusion is not a term that is restricted to children with special needs who attend mainstream classrooms. In this context, inclusion means an environment that meets the needs of all children.  \n“The future belongs to young people with an education and the imagination to create.”  \n–President Barack Obama  \nInclusion is a philosophy that seeks the acceptance of all learners. It is developing a sense of belonging, value and being valued as well as accepting differences (Allen and Cowdery, 2011; Salend, 2010) . The basic goals for inclusion in early childhood programs are facilitating the development of independence and participation in socially interactive environments (Allen & Cowdery, 2011) . The expressive arts such as dance, drama, music, poetry and visual arts can be differentiated so that everyone can be engaged and successful. Teachers can use prior knowledge and understanding of their learners to create challenging curriculum which incorporates the arts to meet learning goals (Alexander, Johnson, Leibham & Kelley, 2008) for children of all abilities.  \nArt, drama, music, dance and literature activities are part of the basic components ofan early childhood curriculum. They do not rely heavily on oral language or English proficiency and this makes them accessible to all children regardless of language differences or language abilities. Teachers can use creative expression and art to practice cognitive, language, social, emotional and motor skills while integrating them into themes and relating  \nLanguage differences include different languages (Spanish, Vietnamese, etc.) . Language abilities include any skills that are required for communication regardless of native language.  \nthem to content. This provides natural opportunities forchildren to learn through play without feeling anxious over failure. The “arts” are child-friendly and engaging because they are as natural as play.  \nCreating an Inclusive Environment  \nDeveloping an inclusive classroom while incorporating the arts, signifies judicious planning using appropriate content standards, knowledge of child development, individual needs, abilities, interests and cultural understanding of each individual child (Division for Early Childhood/National Association for the Education of Young Children, 2009) . Planning is time-consuming, but the rewards can be abundant as it creates a zone of proximal development and frees children to take risksand explore roles not necessarily part of their current life (Holzman, 2009) .  \nThere are ten areas to consider when creating an inclusive environment:  \n• Togetherness  \n• Diversity  \n• Community building  \n• Differing abilities  \n• “Can Do” attitude  \n• Student-centered  \n• Shared space and time  \n• Professional collaboration  \n• Documenting student learning  \n• Families  \nThe “arts” can fit into each of these areas to enhance inclusion and provide a richness of experience for young learners.  \nDimensions of Early Childhood Vol 42, No 3, 2014  11  \nCreating Inclusive Classrooms through the Arts  \n| Creative art activities don’t always require an easel and paper |  |\n| --- | --- |\n|  | . |\n\nPhoto courtesy of Canterbury Community Nursery School, Richmond, VA.  \nTogetherness  \nThe late President John F. Kennedy gave a speech to the entire nation saying,“Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce”(1961) . He saw the importance of drawing people together and with the pooled strength of the many, great things could be accomplished. Teachers can help students understand this by ensuring all students are treated as equals and are not segregated from the group. Everyone learns  \ntogether. Students learn better when they are an equal member of the ","cbCaiahmsTicRuxG","https://ap.wps.com/l/cbCaiahmsTicRuxG","pdf",1038451,"English","# Creating Inclusive Classrooms through the Arts\n## Editor’s Note and Inclusion Philosophy\n## Goals and Accessible Expressive Arts\n## Creating an Inclusive Environment\n## Ten Areas to Consider\n## Togetherness\n## Diversity","[{\"question\":\"What does “inclusion” mean in this article?\",\"answer\":\"Inclusion means creating an environment that meets the needs of all children, not just students with special needs. It focuses on belonging, value, and accepting differences.\"},{\"question\":\"How can teachers use the arts to support all learners?\",\"answer\":\"Teachers can adapt expressive arts such as dance, drama, music, poetry, and visual arts so everyone can engage and succeed. Arts activities help develop multiple skills while remaining accessible regardless of language differences.\"},{\"question\":\"Which areas should be considered when creating an inclusive classroom?\",\"answer\":\"The article lists ten areas: togetherness, diversity, community building, differing abilities, “Can Do” attitude, student-centered learning, shared space and time, professional collaboration, documenting student learning, and families.\"}]","Creating Inclusive Classrooms through the Arts | PDF",1792091073,18]