Essay On Art Integrated Learning

 

Integration of arts in learning plays a significant role in the cognitive  development of both abled as well as disabled students or children. Arts help in creating meaningful links with concepts that are taught during active learning activities (Martin & Calvert 2018). It also assists students to develop complex as well as critical thinking since there are several brain areas that are involved during arts-integrated learning (Martin & Calvert 2018). It has been noticed that arts provide eight competencies to develop and contribute to the cognitive growth of children which also includes the perception of relationships and identification that both problems, as well as questions, can have several possibilities (Miller & Bogatova 2018).

 

 

Researchers have stated that art activities help in developing the capacity of the brain in early childhood. Arts help in engaging the senses of children through open-ended play which thereby helps in supporting cognitive development while at the same time also helping in increasing and enhancing their social-emotional and multisensory skills (Miller & Bogatova 2018). As children transition into elementary school arts tends to continue to offer opportunities for the development of the brain, self-esteem, and also creativity. Arts activities during class also help in introducing children to new tools and resources. This thereby increases their inquisitiveness which is essential for critical and analytical thinking skills since these help in appropriate cognitive development during childhood (Taub et al., 2020).

 

 

When children are encouraged to draw, paint, or make collages they tend to learn about the world around them and understand colours, shapes, and sizes. Similarly, when children make use of glue, markers as well as paints then it encourages them to make use of their critical thinking skills. Eventually this leads to better planning, experimentation, and problem-solving that is essential for cognitive development (Taub et al., 2020).

 

 

It should be noted that children who suffer from a cognitive and intellectual  disability are unable to effectively cope in academics like other abled children and are also unable to follow instructions during class (Knight et al., 2019). However, this does not mean that they are not entitled to receive advanced mode of learning instructions or learn in a normal environment. Therefore, to offer an advanced mode of learning and promote the inclusion of children with cognitive disabilities in mainstream classrooms, arts can be used as a medium for learning for both abled as well as disabled children since it helps in both emotional and cognitive development (Knight et al., 2019).

 

Apart from this, it also cannot be denied that children suffering from cognitive disabilities also suffer from poor self-esteem and a lack of appropriate social skills. With the inclusion of integrated art learning in the classroom the above issues can also be resolved. For instance, arts will help children to express themselves through play and paintings that will assist in their development of emotional and social skills (Corbisiero et al., 2021). 

 

 

Hence the primary aim of the research proposal is to explore how the integration of arts in classroom pedagogical practices help in the cognitive advancement of students who suffer from learning disabilities. The paper will critically explore the above topic with arguments and counter-arguments and will also provide relevant recommendations that can be incorporated by educators and school authorities to effectively integrate arts into classroom pedagogy. The research will also help in exploring the extent to which arts as a classroom pedagogy can prove to be effective and successful in enhancing the cognitive development of children with learning disabilities.

 

 

Children suffering from cognitive disabilities are limited in how much they can effectively grasp and learn since their intelligence quotient is low. They suffer from poor memory as a result of which they are unable to effectively follow instructions in class which further delays their learning and growth processes (Cluley et al., 2019). At the same time, it should be noted that mainstream educational institutions lack the resources to effectively meet the learning needs of cognitively disabled children and students. As a result of this, often children suffering from intellectual disabilities are not included in the mainstream educational institutions (Cluley et al., 2019).

 

 

These students are sent to specialized and special needs educational institutions with teachers who have specialized themselves in training, guiding, and assisting students with intellectual disabilities in their everyday learning and activities (Milner & Frawley 2019). However, the problem which emerges from these types of specialized institutions is that it does not help students to effectively learn as well as grow themselves (Milner & Frawley 2019). This is because when children are given the opportunity to learn in an inclusive classroom environment they get the opportunity to make friends, learn through observation, sharing, and play activities. These experiences cannot be encountered in special needs educational institutions. At the same time, it also helps in enhancing their self-esteem and confidence (Cluley, 2018).

 

 

However, educators are unable to effectively come up with teaching strategies and pedagogies that will not only help in the learning growth and development of abled students but also successfully engage disabled students in ca lass (Cluley, 2018). In other words, it can be said that educators lack knowledge regarding pedagogies that will help and assist in the cognitive development of children suffering from intellectual disabilities (Gonchar et al., 2019). On the other hand, even when teachers are competent in their fields, they are unable to decipher how teaching styles and pedagogies can be adapted to the needs and preferences of cognitively disabled children or students (Gonchar et al., 2019).

 

 

Integrated arts learning is one such teaching pedagogies that can be effectively incorporated by educators in class since this is one method of teaching which aligns with the growth and development of every student irrespective of their ability and disability (Richards et al., 2017). Educators can make use of arts in their classroom pedagogy to create a positive learning experience for children suffering from learning difficulty since arts helps in enhancing the cognitive abilities of children (Richards et al., 2017). 

 

 

1. To identify different modes of art integrated learning that can be included in classroom pedagogy to enhance the cognitive development of students suffering from learning disabilities.

 

 

2. To explore the effectiveness of art integrated learning for students suffering from intellectual/learning disabilities.

 

 

1. What are the different modes and methods of art integrated learning that can be used as classroom pedagogy for the cognitive development of students suffering from learning disabilities?

 

 

2. How does art-integrated learning help in the cognitive development of students suffering from a learning disability?  

 

 

Some of the important terms and concepts that have been identified from the topic are cognitive advancement, learning disability, pedagogy, and integration of arts learning. Cognitive advancement pertains to aspects like information processing, reasoning, memory, language development as well as intelligence which help in shaping emotional and social skills during the early childhood period (Dick et al., 2021).

 

However, when individuals suffer from a learning disability then their neurobiological factors tend to alter the functioning of the brain that are associated with cognitive processes which are related to learning (Dick et al., 2021). Due to alterations in the brain and cognitive processes, children’s ability to read, write and critically think are disturbed as a result of which they are unable to reason, process, and memorize information which leads to delayed development of language and intelligence (Dick et al., 2021).

 

Pedagogy is considered to be an art of teaching which determines teaching styles, assessment as well as feedback. In short, pedagogy can be defined as different teaching methods that are used by educators to promote the learning and development of students. (Rousell et al., 2020). Arts refers to elements like music, drama, crafts, dance, and others which often depend on visual and auditory aspects that tend to stay in the memory for a long time. Thus, arts learning can be used as a pedagogical approach by teachers which will help children with a learning disability to enhance their cognitive development (Rousell et al., 2020).

 

 

A secondary data collection method was used to gather information surrounding the topic. 25 research articles were chosen through databases like PubMed, Google Scholar, and CINAHL by adding keywords and concepts. After collecting the 25 articles, inclusion and exclusion criteria were followed. Some of the inclusion criteria were that articles had to be within 5 years to maintain accuracy and relevancy, and articles written in only the English language were considered. Apart from this, articles pertaining to arts as pedagogy for intellectually disabled students were included.

 

Exclusion criteria pertained to articles that were of more than five years, and not written in the English language were excluded. Additionally, articles that did not discuss the cognitive development of disabled students were also excluded. Thus, after applying the inclusion and exclusion criteria, the research articles were narrowed down to 12 articles that were used for critical review.

 

 

According to the research conducted by Spaul et al (2020), learning disability is considered to be a disorder in either one or more areas pertaining to psychological processes that are used for understanding, speaking, and writing where the cognitive disability might create problems for children to effectively listen, write, spell, concentrate, memorize, think and even engage in mathematical calculations. The authors have further gone ahead to highlight how learning disabilities promotes academic, social as well as emotional deficits for children suffering from cognitive issues (Spaul et al., 2020). In addition to this, it has also been mentioned in the article how students suffering from learning or intellectual disability have greater chances of experiencing psychosocial issues when compared to their peers (Spaul et al., 2020).

 

 

According to Van & Mawdsley (2019), art, as integrated learning and pedagogy incorporates visual arts, performing arts as well as literary arts which need to be incorporated as an integrated part of the teaching and learning process. When arts becomes a centre of curriculum and pedagogy then it helps in clarifying concepts for students who suffer from learning disabilities. For instance, according to the authors, students who suffer from learning disabilities suffer from poor concentration as well as memory (Van & Mawdsley, 2019). Arts with all the lively colours, pictures, and audio tend to grasp the attention of students suffering from learning disability and engages them in the learning process (Van & Mawdsley, 2019). The authors further go on to state that drawing as well as painting helps in reinforcing motor skills which help children to learn about colours, shapes, and sizes. This therefore, helps them to understand various age-related concepts that are essential for their learning development (Van & Mawdsley, 2019).

 

 

Reason & Ward (2022), agrees with the authors above that art helps in advancing the cognitive development of students suffering from learning disabilities, however, they have made an attempt to highlight an essential aspect related to the topic. According to the present authors, educators in the classroom environment tend to give importance to only certain art forms like audio presentation, drawing, painting, and colouring (Reason & Ward 2022). However, in the opinion of the authors, arts should not be limited to the above medium since, this, limits the learning ability of cognitively disabled children (Reason & Ward 2022). As stated by the authors, music, as well as dance, are other art forms which can and should be integrated into classroom pedagogy since these too, play a significant role in the cognitive advancement of children suffering from an intellectual disability (Reason & Ward 2022).

 

On the other hand, Paris et al. (2018) have gone on to highlight how the cognitive capacity of learning-disabled students can be nurtured by arts-integrated learning which includes focused perception, problem-solving, and elaboration. Apart from this, elements of creative thinking skills can also be enhanced like fluency, abstractness pertaining to thoughts, and originality (Paris et al., 2018). The authors have rightly stated how the integration of arts in classroom pedagogy will increase student engagement in the classroom which lacks among learning disabled students, they gain academic motivation while at the same time, their social skills are also enhanced (Paris et al., 2018). Thus, it has been stated by the authors that teachers who effectively integrate arts as a classroom pedagogy are successful in developing the cognitive skills of learning-disabled students where the problem of attendance is also reduced (Paris et al., 2018).

 

Draper & Bartolome (2021), have also stated that music as art when integrated as a pedagogy in the classroom to assist children with a learning disability helps in teaching them about rhythm, pitch as well as sound. Beats in music help children to learn rhymes while at the same time also helping in enhancing their phonological awareness (Draper & Bartolome 2021).

 

This argument is in conjunction with the arguments that have been laid by Mino et al. (2021), who too have highlighted how repetitive songs can be used to help intellectually disabled children to learn academic facts. For instance, educators can make use of alphabet songs and multiplication tables which will not only make the learning experience fun and easier but at the same time, will also help in enhancing their cognitive development (Mino et al., 2021). It will thereby help in increasing their concentration and memory since audio and visuals tend to stay in the mind for a longer period of time as compared to verbal instructions (Mino et al., 2021).

 

Similarly, the authors have stated the importance of dance as an art form to be integrated into the teaching pedagogy since dance helps cognitively disabled children learn about sequencing, following directions as well as rhythm (Mino et al., 2021). Dance helps children to learn coordination and motor control which will help students to learn counting as well as directionality that will help in increasing and enhancing reading along with writing concepts (Mino et al., 2021).

 

Sjöqvist et al. (2021), state and highlight that the above type of learners is often classified as visual and auditory learners, however, according to their research and study intellectually disabled children not only learn through the above art forms but also effectively learn best while they are involved in play or physical activity. These students fall under the category of kinesthetic learners. According to the authors, play is also a form of art and should be promoted by educators in their pedagogy since it helps tremendously enhance cognitive, social, physical as well as emotional abilities (Sjöqvist et al., 2021).

 

As stated by the authors, when art is used as a pedagogy by educators then it helps cognitively disabled children process information effectively since body movement is utilized during play while at the same time, children are also given the opportunity to interact with different objects (Sjöqvist et al., 2021).

 

On the other hand, Symeonidou (2019), has come up with a new idea to make use of arts in a classroom which will further help in enhancing the cognitive abilities of intellectually disabled students. For instance, the authors have highlighted how educators should encourage students to enrol in theatre clubs since this can prove to be quite useful for the students (Symeonidou, 2019). This is because theatres involve the enactment of several types of scenarios which helps in improving the ability of the child to effectively understand expressions along with emotions (Symeonidou, 2019). At the same time, it also helps the child to develop their critical thinking skills which are quite essential for their cognitive advancement.

 

Though Pickard (2021), arguments are in congruence with the arguments that have been mentioned by the above author, however, in his opinion it is the responsibility of educators to offer age-appropriate integrated arts learning for intellectually disabled students. The above recommendation has been proposed by the author because the inappropriate selection of arts activities might further lead to incomprehensibility and confusion eventually affecting the cognitive advancement of students (Pickard, 2021). For instance, in the opinion of the author, arts learning for pre-primary intellectually disabled students should be different from primary students, because at this stage children irrespective of their disability are energetic and inquisitive (Pickard, 2021). Thus, during this time, art activities like drawing, painting, colouring, music, and clay work should be provided to children and all education should be given in the form of arts (Pickard, 2021).

 

This type of art integration activity will help in promoting the sensitivity of intellectually disabled children towards their environment and help in their emotional expression, communication, and creative involvement (Pickard, 2021). Kallio (2020), in congruence with the ideas of the above authors has highlighted the importance of primary stage education.

 

The primary stage in childhood is considered to be the stage where children develop their social, emotional, physical, language, and overall literacy skills. Thus, at this stage, educators can effectively make use of visual arts, dance, music, and digital arts which tend to attract as well as retain the attention of students (Kallio, 2020).

 

The above types of art education not only help students to effectively enhance their critical thinking skills but also helps in enhancing their emotional, memory as well as concentration skills which are essential for cognitive advancement (Kallio, 2020). This is because auditory and visual images tend to stay in the memory for a longer period of time which helps children to learn literacy and numeracy skills thereby leading to not only their cognitive advancement but also their academic advancement (Kallio, 2020).

 

On the other hand, Piazzoli & Kubiak (2019), went ahead to highlight the aspect of the upper primary stage where children learn to build concepts and create meaning out of their experiences. In the opinion of the authors, children learn to construct knowledge from themes, make effort to enhance their communication, language, and problem-solving skills, and learn skills like respect, empathy, and compassion (Piazzoli & Kubiak 2019). However, grasping all these skills and knowledge is quite difficult for children who are suffering from cognitive disabilities (Piazzoli & Kubiak 2019). Art education limited to music, dance, and painting is not enough to enhance the above skills. Therefore, play as well as drama are two forms of art that need to be promoted during this time (Piazzoli & Kubiak 2019).

 

Kisida et al. (2020), have mentioned that children who suffer from intellectual disability do not like to be engaged in activities and instructions that are monotonous. Their self-esteem and confidence are enhanced when they are given the opportunity to engage in play and drama activities since this helps in enhancing their learning experience (Kisida et al., 2020). When they are involved in the above type of learning process, they are able to learn effective and efficient social skills, able to create meaning out of their experiences, and learn problem-solving skills which leads to appropriate cognitive advancement that eventually helps in building their numeracy and literacy skills (Kisida et al., 2020).

 

Schunk & DiBenedetto (2020), arguments are conjunction with the arguments that have been proposed by Kisida et al (2020), where the former authors have emphasized the social cognitive framework where integration of arts acts as a facilitating mechanism for learning as well as social communication. Thus, the authors state that when these types of theories of action are utilized then, integration of drama and theatre as art interventions in the classroom helps in increasing the social cognition along with emotional engagement of students suffering from learning disabilities (Schunk & DiBenedetto 2020).

 

Thus, it has been rightly mentioned by the above authors that when both teachers and students suffering from learning disabilities become involved in their learning they can successfully promote creativity, self-efficacy, coordination, self-discipline, concentration, and even problem-solving, all of which are essential in enhancing cognitive development (Schunk & DiBenedetto 2020).

 

However, Srivastava & Shree (2019), have a completely opposite opinions as well as views when it comes to art-integrated learning as a classroom pedagogy to enhance the cognitive abilities of students suffering from learning disabilities. According to the authors, thinking is influenced through instruction, and the latter leads to development. The authors have focused on the necessity of language as well as cultural experience in concept development (Srivastava & Shree 2019). Thinking is developed and is dependent on both experiences as well as instruction.

 

The authors state that experience plays a significant role in the mental development of children. It has been stated by them that arts education does not include instruction-based learning since it is often dependent on the imagination and creativity of learning-disabled students (Srivastava & Shree 2019). Thus, according to the authors, art-based learning without instructions will not help in effectively advancing the cognitive development of students since they will not be able to develop concepts which will thereby have a negative impact on the cognitive development of disabled students (Srivastava & Shree 2019).

 

On the contrary, Symeonidou (2022), has highlighted another negative aspect of arts-integrated learning. According to the authors, not all educators have relevant knowledge as well as skills in arts education and many of them lack competency in this aspect (Symeonidou, 2022). Therefore, in the opinion of the authors when educators themselves are unable to make effective use of arts education and are unable to incorporate them into their pedagogy, then this has a direct negative impact on the cognitive advancement of students suffering from learning disabilities. The above point has been highlighted since the mentioned issue will not allow students to make use of the learning mode within their classroom experiences (Symeonidou, 2022).

 

The above point has also been effectively agreed by Richerme (2021), where the author of the article have clearly stated that all teachers are not creative as well as artsy therefore, it would be quite challenging for them to come up with a plan that will help in promoting arts-integrated learning. In addition to this, the author has further gone on to highlight that arts integration into classroom pedagogy is not necessary and essential and is also not considered to be a part of the curriculum (Richerme, 2021). Therefore, educators might not take arts-integrated learning seriously and might also not include them in classroom pedagogy which will prove to be essential in enhancing the cognitive progress of children suffering from a cognitive disability (Richerme, 2021). Hence, this is one of the most significant drawbacks and barriers that might not allow educators to effectively integrate arts learning in classroom pedagogy and might also not help in promoting an inclusive learning environment.

 

Apart from this, Poyntz et al (2019), highlights yet another counterargument in the seamless integration of arts learning into classroom pedagogy. In the opinion of the authors, there is an absence of a clear as well as unified arts integrated framework in every school (Poyntz et al., 2019). In addition to this, there are also unclear explanations pertaining to arts-integrated techniques that might help educators to adapt their classroom pedagogy to different types of students; disabilities (Poyntz et al., 2019). This is the reason why most educators do not take the risk of integrating arts into classroom pedagogy which might be of tremendous help for children suffering from cognitive disabilities (Poyntz et al., 2019).

 

However, despite the disadvantages, it can be said that integrated arts learning is considered to be one of the most successful teaching pedagogies which will lead to cognitive advancement for students who suffer from learning disabilities.

 

 

One of the limitations of the above research is that it is dependent on a secondary research method where case studies and previous research works have been utilized to come to a definite conclusion. Had primary data like interviews and questionnaires been used to collect data it would have helped in making the research work more credible, authentic, and recent. Similarly, direct communication with children and their parents would have helped in understanding how far arts-integrated learning has led to the cognitive advancement of learning-disabled students. At the same time, due to time constraints, a wide range of research articles could not be reviewed as well as evaluated that would have helped in gathering other viewpoints of arguments for and against arts-integrated pedagogy.

 

 

Another significant limitation of the research is that the present study only focuses on learning ability and shows a link between arts-integrated learning in enhancing the cognitive development of these individuals. The research could have explored and included children suffering from different types of disabilities like physical or mental that could have helped in seeing the effects of the integration of arts based on different types of disabilities that could have given a better understanding of the effectiveness of art-integrated pedagogy and to what extent it helps in promoting inclusive education.

 

 

Due to time and money constraints, a direct interview could not be conducted with caregivers who would have communicated the difficulties they face in incorporating arts-integrated learning and the expectations they have with the same. This would have further helped me to understand the barriers that are faced by caregivers in helping their intellectually disabled children to effectively make use of arts-integrated pedagogy. Thus, it can be said that due to several constraints, scope, as well as population size, could not be increased and included respectively that could have helped in making the research study authentic as well as credible.

 

 

Some of the recommendations that have been developed from the above critical review are firstly to engage early childhood educators and other teachers in rigorous pedagogy training. These types of training will help educators to enhance and increase their competency and knowledge regarding arts-integrated learning and how it can be incorporated into everyday classroom activities (Hipp & Sulentic 2019). When educators will have the knowledge and skills of incorporating arts education into their pedagogy then this will help them to understand the types of art pedagogy which need to be used for intellectually disabled children during different stages of their growth and development (Corbisiero et al., 2021).

 

 

In addition to this, when teachers will have enough knowledge and skills through training, they will be able to effectively use the teaching approach to set goals in their classroom, and they will be able to understand the perceptions as well as needs of students which will help in the development of inclusive classrooms (Chapman et al., 2019).

 

 

Another recommendation is that school authorities should make provisions for educators to effectively integrate arts as a pedagogy in their everyday teaching style and methods that will help in providing adequate art resources and materials to students. Thus, this will help in contributing to the cognitive advancement of children suffering from learning disabilities (Hipp & Sulentic 2019).

 

 

Promoting the involvement of paraprofessionals is yet another recommendation that can be effectively followed by school authorities since this will help educators effectively understand the importance of integrating arts learning for intellectually disabled students which will eventually help in developing an inclusive learning environment (Hall & Thomson 2021). Therefore, when paraprofessionals will transparently communicate with educators then the latter will be able to successfully promote creative expression as well as social inclusion that is necessary for learning disabled students (Hall & Thomson 2021). Paraprofessionals will help in making educators aware of how collaboration along with planning is essential for high-quality integration of art pedagogy and this collaboration should extend to parents and community artists (Hall & Thomson 2021).

 

Promoting transparent and consistent communication and interaction with parents which will help educators to identify the learning needs and art preferences of students is another recommendation that can be followed by educators (Wright, 2020). This is because when educators will offer arts education that is aligned with the preferences and choices of students then it will encourage them to engage themselves in the classroom activities and learning processes thereby leading to their cognitive advancement (Wright, 2020).

 

Apart from this, another recommendation that can be followed which is aligned with the research method is to make use of the primary data collection method where questionnaires and surveys can be distributed to both parents and teachers. Questions can extend from how arts-integrated learning is benefitting or not benefitting students to the challenges faced by teachers while integrating the above medium of learning in their teaching pedagogy.

 

Furthermore, Alvarez et al (2021), have proposed that creating some challenging individual education plan which incorporates arts for learning disabled students is quite necessary for their success since this will help in preparing students to study and grow independently. Since, learning disabled children require extra help, support, and guidance from both carers as well as educators, therefore, incorporating an art teacher is quite essential to enhance the cognitive abilities of these children (Alvarez et al., 2021). Arts teachers will be able to effectively understand the types of specialized materials as well as environmental and assistive technologies that are required for the meaningful cognitive development of students (Alvarez et al., 2021).

 

Hence, if the above recommendations are followed effectively, then it will help in overcoming the limitations and will further add accuracy and credibility to the research question that is being explored.

 

 

From the literature review and critical analysis, it is quite evident that arts-integrated learning is of several types like- auditory, visual, and kinesthetic and the preference of every student suffering from a learning disability pertaining to the above-mentioned modes of arts-integrated learning is different. Arts-integrated learning is not only limited to visual as well as auditory aspects (Sjöqvist et al., 2021). For instance, Draper & Bartolome (2021), stated that music as art when integrated as a pedagogy in the classroom to assist children with a learning disability helps in teaching them about rhythm, pitch as well as sound. Beats in music help children to learn rhymes while at the same time also helping in enhancing their phonological awareness Draper & Bartolome (2021).

 

Similarly, Kallio (2020), states that when educators make use of alphabet songs and multiplication tables it not only makes the learning experience fun and easier. At the same time, it also helps in enhancing their cognitive development by increasing their concentration and memory since audio and visuals tend to stay in the mind for a longer period of time as compared to verbal instructions.

 

Additionally, Kisida et al. (2020), have highlighted the necessity to encourage students to enroll in theatre clubs since this can prove to be quite useful for the students. This is because theatres involve the enactment of several types of scenarios which helps in improving the ability of the child to effectively understand expressions along with emotions. Pickard (2021), has highlighted the importance of offering age-appropriate art-integrated activities to students since this will lead to better comprehensibility and engagement of intellectually disabled students.

 

Paris et al (2018), have rightly stated how the integration of arts in classroom pedagogy will increase student engagement in the classroom which lacks among learning disabled students, they gain academic motivation while at the same time, their social skills are also enhanced. Thus, it has been stated by the authors that teachers who effectively integrate arts as a classroom pedagogy are successful in developing the cognitive skills of learning-disabled students where the problem of attendance is also reduced (Paris et al., 2018).

 

Richerme, (2021), have highlighted that arts integration into classroom pedagogy is not necessary and essential and is also not considered to be a part of the curriculum. Therefore, this is one of the reasons why educators might not take arts-integrated learning seriously and might also not include them in classroom pedagogy which will prove to be essential in enhancing the cognitive progress of children suffering from a cognitive disability (Richerme, 2021).

 

It has also been found that thinking is influenced through instruction, and the latter leads to development. The authors have focused on the necessity of language which shaped both experiences as well as instruction (Srivastava & Shree 2019). It is stated by them that experience plays a significant role in the mental development of children. In their opinion, arts education does not include instruction-based learning since it is often dependent on the imagination and creativity of learning-disabled students (Srivastava & Shree 2019).

 

Furthermore, the necessity of promoting the inclusion of both art teachers and paraprofessionals has also been identified. For instance, art teachers will be able to effectively understand the types of specialized materials as well as environmental and assistive technologies that are required for the meaningful cognitive development of students (Alvarez et al., 2021). On the other hand, paraprofessionals will help in making educators aware of how collaboration along with planning is essential for high-quality integration of art pedagogy and this collaboration should extend to parents and community artists (Hall & Thomson 2021).

 

It has further been stated that there is an absence of a clear as well as unified arts integrated framework in every school. In addition to this, there are also unclear explanations pertaining to arts integrated techniques that might help educators to adapt their classroom pedagogy to different types of students; disabilities (Poyntz et al., 2019). This is the reason why most educators do not take the risk of integrating arts into classroom pedagogy. Thus, art-based learning without instructions will not help in advancing the cognitive development of students since they will not be able to develop concepts thereby affecting the cognitive development of disabled students (Srivastava & Shree 2019).

 

Thus, it has been recommended that early childhood educators and other teachers need to engage in rigorous pedagogy training. These types of training will help educators to enhance and increase their competency and knowledge regarding arts-integrated learning and how it can be incorporated into everyday classroom activities (Hipp & Sulentic 2019). Apart from this, school authorities should make provisions for educators to effectively integrate arts as a pedagogy in their everyday teaching style and methods that will help in providing adequate art resources and materials to students (Hipp & Sulentic 2019). Thus, this will help in contributing to the cognitive advancement of children suffering from learning disabilities.

 

Hence, from the above discussion, it can be said that irrespective of their limitations, arts when included in classroom pedagogy help in the cognitive advancement of children suffering from learning disabilities. Therefore, to make the best use of arts-integrated learning the above recommendations need to be followed effectively then it will help in overcoming the limitations of not only the research study but also arts-integrated learning.

 

 

Thus, to conclude it should be noted that the above research proposal has helped in highlighting how arts can be proven to be effective when it is incorporated into a classroom pedagogy since these types of teaching styles will help in the cognitive advancements of intellectually disabled students. Types and age-appropriate arts learning activities have been highlighted in the above critical analysis. Along with this, a discussion of how they will lead to cognitive advancement has also been mentioned. Some recommendations pertaining to research and pedagogy limitations have been proposed that can be applied in the future

 

Alvarez, I. M., Velasco, M. M., & Humanes, P. R. (2021). Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2021.1900425 

 

 

Cluley, V. (2018). From “Learning disability to intellectual disability”—Perceptions of the increasing use of the term “intellectual disability” in learning disability policy, research and practice. British Journal of Learning Disabilities, 46(1), 24-32. https://doi.org/10.1111/bld.12209 

 

 

Cluley, V., Fyson, R., & Pilnick, A. (2020). Theorising disability: a practical and representative ontology of learning disability. Disability & Society, 35(2), 235-257. https://doi.org/10.1080/09687599.2019.1632692 

 

 

Chapman, S., Wright, P., & Pascoe, R. (2019). Purpose, value, and practice in Western Australian schools: Understanding misalignment in arts learning. Journal of Curriculum and Pedagogy, 16(2), 120-140. https://doi.org/10.1080/15505170.2018.1550449 

 

 

Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2). http://www.ijea.org/v22n2/ 

 

 

Dick, A. S., Lopez, D. A., Watts, A. L., Heeringa, S., Reuter, C., Bartsch, H., & Thompson, W. K. (2021). Meaningful associations in the adolescent brain cognitive development study. Neuroimage, 239, 118262. https://doi.org/10.1016/j.neuroimage.2021.118262 

 

 

Draper, A. R., & Bartolome, S. J. (2021). Academy of Music and Arts for Special Education (AMASE): An ethnography of an individual music instruction program for students with disabilities. Journal of Research in Music Education, 69(3), 258-283. https://doi.org/10.1177/0022429421990337 

 

 

GONCHAR, O., KRYVUTS, S., PETUKHOVA, O., & TOKAR, M. (2019). Organization of Pedagogical Relationships between Learners and Teachers in the Framework of Inclusive Education. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 11(2). https://web.s.ebscohost.com/ 

 

 

Hipp, J., & Sulentic Dowell, M. M. (2019). Challenges and supports to elementary teacher education: case study of preservice teachers’ perspectives on arts integration. Journal for Learning through the Arts, 15(1). https://escholarship.org/ 

 

 

Hall, C., & Thomson, P. (2021). Making the most of school arts education partnerships. Curriculum Perspectives, 41(1), 101-106.https://doi.org/10.1007/s41297-020-00126-0 

 

 

Kallio-Tavin, M. (2020). Disability studies as a site of knowledge in art education. International Journal of Education Through Art, 16(1), 3-11. https://d1wqtxts1xzle7.cloudfront.net/ 

 

 

Kisida, B., Goodwin, L., & Bowen, D. H. (2020). Teaching history through theater: The effects of arts integration on students’ knowledge and attitudes. AERA Open, 6(1), 2332858420902712. https://doi.org/10.1177/2332858420902712 

 

 

Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14. https://doi.org/10.1177/1088357618755694 

 

 

Martin, B. H., & Calvert, A. (2018). Socially empowered learning in the classroom: Effects of arts integration and social enterprise in schools. Journal of Teaching and Learning, 11(2), 27-42. HTTPS://DOI.ORG/10.22329/JTL.V11I2.5057 

 

 

Miller, J. A., & Bogatova, T. (2018). Arts in education: The impact of the arts integration program and lessons learned. Journal for Learning through the Arts, 14(1). https://escholarship.org/ 

 

 

Milner, P., & Frawley, P. (2019). From ‘on’to ‘with’to ‘by:’People with a learning disability creating a space for the third wave of inclusive research. Qualitative Research, 19(4), 382-398. https://doi.org/10.1177/1468794118781385 

 

 

Mino‐Roy, J., St‐Jean, J., Lemus‐Folgar, O., Caron, K., Constant‐Nolett, O., Després, J. P., & Gauthier‐Boudreault, C. (2021). Effects of music, dance and drama therapies for people with an intellectual disability: A scoping review. British Journal of Learning Disabilities.

 

 

Piazzoli, E., & Kubiak, J. (2019). ‘The only learning I’m going to get’: Students with intellectual disabilities learning a second language through performative pedagogy. Scenario: A Journal for Performative Teaching, Learning, Research, 13(1), 21-41. https://cora.ucc.ie/ 

 

 

Poyntz, S. R., Coles, R., Fitzsimmons-Frey, H., Bains, A., Sefton-Green, J., & Hoechsmann, M. (2019). The non-formal arts learning sector, youth provision, and paradox in the learning city. Oxford Review of Education, 45(2), 258-278. https://doi.org/10.1080/03054985.2018.1551196 

 

 

Paris, L. F., Nonis, K. P., & Bailey, J. (2018). Pre-Service Arts Teachers' Perceptions of Inclusive Education Practice in Western Australia. International Journal of Special Education, 33(1), 3-20. https://eric.ed.gov/ 

 

 

Pickard, B. (2021). Undergraduate creative arts students’ perceptions and attitudes toward disability: Advancing a critical disability studies informed curriculum. art, design & communication in higher Education, 20(2), 141-161. https://www.ingentaconnect.com/ 

 

 

Reason, M., & Ward, C. (2022). Improving, achieving, excelling: developing inclusive assessment processes for a degree-level learning disability arts programme. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(1), 137-146. https://doi.org/10.1080/13569783.2021.1997581 

 

 

Richards, M., Lawthom, R., & Runswick-Cole, K. (2019). Community-based arts research for people with learning disabilities: challenging misconceptions about learning disabilities. Disability & Society, 34(2), 204-227. https://doi.org/10.1080/09687599.2018.1522243 

 

 

Richerme, L. K. (2021). Every Student Succeeds Act and social emotional learning: opportunities and considerations for P-12 arts educators. Arts Education Policy Review, 122(3), 151-157. https://doi.org/10.1080/10632913.2020.1787284 

 

 

Rousell, D., Lasczik Cutcher, A., Cook, P. J., & Irwin, R. L. (2020). Propositions for an environmental arts pedagogy: A/r/tographic experimentations with movement and materiality. Research handbook on childhoodnature: assemblages of childhood and nature research, 1815-1843. https://doi.org/10.1007/978-3-319-67286-1_95 

 

 

Sjöqvist, A., Göransson, K., Bengtsson, K., & Hansson, S. (2021). The arts: A precious part of special education? How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden. European Journal of Special Needs Education, 36(3), 454-468. https://doi.org/10.1080/08856257.2020.1764809

 

 

Srivastava, A. P., & Shree, S. (2019). Development of inclusive education theoretical model: Role of authentic leadership academic optimism and art-based pedagogies. International Journal of Educational Management. https://doi.org/10.1108/IJEM-02-2019-0063 

 

 

Spaul, S. W., Hudson, R., Harvey, C., Macdonald, H., & Perez, J. (2020). Exclusion criterion: learning disability. The Lancet. https://doi.org/10.1016/S0140-6736(20)30051-9 

 

 

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832 

 

 

Symeonidou, S. (2019). Disability, the arts and the curriculum: Is there common ground?. European Journal of Special Needs Education, 34(1), 50-65. 
https://doi.org/10.1080/08856257.2018.1435012

 

 

Symeonidou, S. (2022). Teacher education for inclusion and anti-oppressive curriculum development: innovative approaches informed by disability arts and narratives. International Journal of Inclusive Education, 26(7), 659-673. https://doi.org/10.1080/13603116.2020.1711819 

 

 

Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English language arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284-295. https://doi.org/10.1177/0741932519843184 

 

 

Van Duinen, D. V., & Mawdsley Sherwood, B. (2019). Co-equal arts integration: Lessons learned in using visual arts to respond to literature. Art Education, 72(3), 20-27. https://doi.org/10.1080/00043125.2019.1578019 

 

 

Wright, D. E. (2020). Imagining a more just world: critical arts pedagogy and youth participatory action research. International Journal of Qualitative Studies in Education, 33(1), 32-49. ttps://doi.org/10.1080/09518398.2019.1678784