Thirteenth International Conference on The Arts in Society

Abstract

The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian Universities embed inclusion education training for pre-service teachers (PST) in coursework. There is an implicit assumption in these arrangements that the study of inclusion and of special needs education completed at University will translate into practice when PSTs are working in schools. This phenomenological mixed methods research utilised an existing (2016) University facilitated Artist in Residence program, in which secondary Arts PSTs worked in Western Australian primary schools on a significant art project, to examine how effectively inclusion training is translating into practice. The findings of the research are both surprising and concerning. There would appear to be little or no articulation between theory and practice – the PSTs in our study did little to facilitate inclusion outcomes. Equally as interesting, however, is the finding that something in the collaborative arts experience itself (i.e., unrelated to the actions of the teacher or the AiR) allowed an inclusive experience for the children involved, underscoring the value of The Arts in general education – and especially within inclusive education.