1.3.4 Methodological Material_Chapter 4: "Foundations For An Inclusive Educational Artmaking"


Several implications for Educational Artmaking and for the InCrea+ curriculum come from the analysis sketched in this chapter. An inclusive Educational Artmaking and an effective curriculum should at least adopt the following choices:

a. Assume a positive view of development. This in practices suggests highlighting and promote all positive aspects, positive attitudes and resources that might support inclusive and participation for all

b. Adopt principles proposed by UDL: using multiple means of expression, involvement and expression might contrast challenges to inclusion and contribute building participation of all

c. Move to a positive and educational perspective, as shown by some of the authors arts’ therapy, thus becoming Educational ArtMaking, active and engaging experiences with diverse arts’ expressions that can contribute to dissolve barriers, build confidence, promote the ability to work in a group and perceive the sense of belonging.


Universal Design of Instruction in Elementary and Secondary Education from the Do-IT website (this is a collection of links to other sources)  http://www.washington.edu/doit/programs/center-universal design-education/primarysecondary/universal-design-instruction-elementary

Other National Centers Supporting the research and implementation of UDL: o National Center on Accessible Instructional Materials o http://aem.cast.org/ Examples of UDL practices in Secondary Education

UDL Implementation: A Tale of Four Districts, Author(s) Patti Ganley & Patti Kelly Ralabate (2013), https://www.cast.org/products-services/resources/2013/udl-implementation-tale-four-districts

UDL Spotlight features teachers practicing UDL strategies in applications of technology, courses, tools and web sites to support teaching and learning. In each Spotlight, segments of the UDL Guidelines are highlighted that are met by any implementation. o https://udlspotlight.wordpress.com