Conceptual and Historical Foundations of Education in and through the Arts for Students with Disabilities

This chapter explains three historical periods in the United States: from colonial America through the 1800s,1900 to 1950, and 1950 to the present. It progresses in general education, with an emphasis on arts education. The chapter also progresses in educating students with disabilities and in arts education for students with disabilities. Societal beliefs and attitudes have primarily influenced education, services, and supports for children and youth with disabilities. Arts education for students with disabilities aligns historically with the trajectory of general education and special education, with particular beliefs about the nature and purpose of arts with respect to people with disabilities evolving. Teachers indicated that the arts brought children enjoyment as well as increased social skill development and self-confidence. Some teachers noted that when arts opportunities for "retarded" students complemented academic study, there were greater measures of success. Theories of child development, influential in educational reform, continued to provide foundations for arts education practice.