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<p>This article will discuss the arts (as an umbrella term) as an approach to teaching and learning and further demonstrate the author’s position that the arts support inclusion in the classroom. Florian and Linklater (2010) describe classroom inclusion as ‘an approach to teaching and learning that involves the creation of a rich learning environment characterised by lessons and learning opportunities that are sufficiently made available to everyone so that all are able to participate in classroom life’ (p. 370). Arts-based approaches utilize multimodalities, providing students with the opportunity to access information and demonstrate their learning in the ways that work best for them. An inclusive classroom invites students to share their own narratives, building on individual strengths while supporting and scaffolding skills that are still developing. This article will demonstrate how arts-based approaches to teaching create space and value in learning for all students, inviting them to explore the curriculum from the perspective of possibility and creativity (Robinson, 2014). Further, utilizing the arts as an approach to support multiliteracies will be addressed.</p>

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Redefining the inclusive classroom

  • 期刊论文

  • 发表日期：

    2025年10月27日

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  • Jessica Sokolowski

摘要

This article will discuss the arts (as an umbrella term) as an approach to teaching and learning and further demonstrate the author’s position that the arts support inclusion in the classroom. Florian and Linklater (2010) describe classroom inclusion as ‘an approach to teaching and learning that involves the creation of a rich learning environment characterised by lessons and learning opportunities that are sufficiently made available to everyone so that all are able to participate in classroom life’ (p. 370). Arts-based approaches utilize multimodalities, providing students with the opportunity to access information and demonstrate their learning in the ways that work best for them. An inclusive classroom invites students to share their own narratives, building on individual strengths while supporting and scaffolding skills that are still developing. This article will demonstrate how arts-based approaches to teaching create space and value in learning for all students, inviting them to explore the curriculum from the perspective of possibility and creativity (Robinson, 2014). Further, utilizing the arts as an approach to support multiliteracies will be addressed.