Browsing by Subject "Inclusion"
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ItemBeyond Compliance: Exploring Emerging Technologies to Enrich the Visual Arts Experience for Audiences of All Abilities(2017-06) Barkai, Shirley; Ewell, Maryo; Lucas, Gregory; Baker, Ramona; Dimond, Kimberly; MA in Arts AdministrationThe Americans with Disabilities Act of 1990 (ADA) mandates enforceable guidelines to modify the built environment to make it accessible for individuals with disabilities. While critically important, the ADA does little to drive social and physical inclusion of individuals with disabilities. This is particularity recognizable in museums and similar public venues displaying visual art. The detailed, intimate, and often meticulously documented experience offered to patrons without physical or sensory limitations cannot possibly be the same for those with disabilities. This paper contains descriptions of the principles of Universal Design (UD) and several emerging technologies, such as virtual reality (VR), augmented reality (AR), and 3D printing, and explores how these tools can be used by nonprofit visual arts organizations to provide broader, richer, and more inclusive experiences for audiences with a range of functional abilities. The argument presented in this document maintains that the role of visual arts organizations is not to merely comply with regulations and provide the physical accessories and necessary mechanics to improve access to visual art experiences. They also serve to enable individuals to fully experience the art form through creating and presenting inclusive environments. By applying UD principles and leveraging emerging technologies, visual arts organizations should take an active and proactive role in promoting inclusion and thus contribute to a greater social understanding and improved perception of accessibility. ItemA Brave Space for Community: Bolstering K-12 Theatre Education for Diversity, Equity, and Inclusion(2019-05) Loest, Tylor; MA in Arts AdministrationChanges in and enhanced access to K-12 theatre education can create greater long-term diversity, equity, and inclusion in American theatre. Recent data on theatre participation demonstrates audience participants to be primarily white, older, and highly educated. This group of participants is aging and decreasing their attendance. This paper explores how twentieth-century suburban growth, racial discrimination, and widening income inequality led to a system of Opportunity Hoarding. This opportunity for early arts-access, created predominantly for white Americans, aided their lifelong participation. As America shifts to a majority-minority in 2045, classrooms will begin to become more racially and ethnically diverse beginning around 2020. The second part of this paper examines how practices of the twentieth century created a diversity gap in the classroom, failing to reflect today’s students and communities. This gap hinders students from fully embracing lifelong participation in theatre. The findings of this paper demonstrate how professional theatres and community arts and cultural organizations, through a social justice lens for community engagement, can aid schools in eliminating bias within K-12 theatre education to build future participants. To combat widening income inequality, these arts and cultural leaders can work with students and communities to meet their needs in gaining access to live theatre. Finally, with public schools focused on standardized tests and the charge to fill science, technology, engineering, and math (STEM) careers by 2020, access to K-12 theatre education must be redefined to restore its place among core areas of study. The creation of a brave space for community building in schools for K-12 theatre education can aid in increasing test scores, developing social-emotional skills, re-engage civil discourse, and move STEM to STEAM. These changes can result in enhanced access to K-12 theatre education. This early exposure to theatre will build a more diverse, equitable, and inclusive American theatre. ItemCreating Community and Culture for Adults with Disabilities at Club 1111 – A Sustainability Plan(2016) Hofmann, Lindsay; Baron, Robert; MA in Cultural SustainabilityAdults with disabilities are often not perceived as a community that participates in social and cultural interaction. As a result, there is a severe lack of recreational programming that adequately addresses the disabled community’s social and cultural needs in the United States. One organization in Baltimore, Maryland has begun to address the absence of recreational opportunities by creating a program, Club 1111, that replicates a traditional night club experience. Designed specifically for adults with disabilities, Club 1111 includes two large dance floors, a game room, a lounge, and spa services. Because this program acknowledges and fulfills needs, which have often been overlooked within the disabled community, Club 1111 has experienced rapid growth and increased participation. However, challenges and opportunities have arisen that must be addressed in order for Club 1111 to be sustained and continue to have a deep impact on adults with disabilities in Baltimore. This thesis consists of a sustainability plan that has been written for the Club 1111 program. It includes an analysis of the challenges facing the program and offers recommendations to resolve those challenges. Furthermore, the sustainability plan contains a short list of best practices for Club 1111 to follow in order to operate as a sustainable program. The best practices were created based on research regarding programs similar to Club 1111 that exist around the world. By successfully addressing the challenges outlined in this plan and adapting best practices, Club 1111 can remain in operation and successfully attend to the social and cultural needs of the disabled community in ways that other programs in Baltimore fail to. ItemEthnic Minority Heritage Values and U.S. Historic Preservation Significance Policy(2016) Holland-Moore, Lawana; Patterson Tiller, de Teel; MA in Historic PreservationThe reasons for the preservation of historic properties related to ethnic minority groups have been much discussed in the historic preservation field. However, there are factors that are still of concern as many of these properties are often overlooked. This merits a discussion of what constitutes importance to an underrepresented group that falls outside of traditional historic preservation policy and processes in terms of assessing and evaluating their significance. United States historic preservation public policies and processes concerning historic significance should reflect the changing attitudes and shifts in thinking about heritage and history, as well as the dynamic nature of communities themselves. The year 2016 marks the fiftieth anniversary of the National Historic Preservation Act. As historic preservation goes forward into the next fifty years, the United States will become a different nation in composition, but is still one nation by acknowledging that all citizens have a contribution to make to its collective historic narrative. Ethnic minority groups are now demanding a more flexible, inclusive form of historic preservation; one that is not as primarily focused on architecture or integrity, but focused on what is valued and culturally significant to the communities in which those historic properties are located. The National Register of Historic Places itself is flexible and accommodating in what properties may be listed, but more creative approaches, interpretations, and uses of the criteria, guidance, and processes—including the incorporation of more ethnographic techniques—have become necessary. As the United States prepares for a majority-minority shift in 2050, who decides what is significant or relevant—historic preservation practitioners or ethnic minority communities themselves? By actively implementing steps to become more truly inclusive, we can help to assure that the significance of historic properties and valued places of meaning to all of its citizens will be effectively considered. ItemThe Impact of Academic Peer Support Intervention on the Frequency of Social Interactions between Peers of the Inclusion Classroom(2018-07) Besley, Stephanie; Masters of EducationThe purpose of this study was to determine if second grade students in the inclusion classroom would increase their frequency of social interactions during non-academic times as a result of implementation of an academic based peer support intervention between special education and general education students. This study involved use of a quasi-experimental design to measure the surveys collected pre- and post- intervention as well as comparative data collection of frequency data from week 1 to week 8. Positive results were found for 18 out of 20 survey questions as well as frequency data; however the researcher did not find a difference with significant value. Research in this area should continue to determine best practices for implementing peer support interventions within the inclusion classroom in order to support desired outcomes for increase in social and communication skills within the special education community. ItemImproving Outcomes for Preschool Inclusion Students(2017-05) Hamlin, Cheryl; Masters of EducationCurrent inclusion models often fail to produce the desired outcomes for many pre-school students. This research study sought to compare reading skills, placement and social skills outcomes for children who attended pre-school placements in high-functioning inclusive settings as opposed to self-contained settings. Literature reviewed for this study included topics such as issues in special education, special education practices, service delivery models and program implementation, teacher and paraprofessional training and evidence-based Pre-K programs and behavioral interventions. The study employed descriptive and quasi-experimental methods (comparing outcomes or dependent variables for groups enrolled in different placements, the independent variable) and a non-parametric test to describe differences between reading scores, kindergarten and first grade placements, and social emotional skills of similar groups of children who attended inclusive versus self-contained preschools. Twenty first grade students who met the criteria of interest were selected as a convenience sample for this study as they were accessible to this researcher in her role as Early Childhood Intervention Specialist. Data from the research study the results did not provide evidence that preschool placement is statistically significantly related to reading performance in first grade. Furthermore, preschool placement for this sample was not found to correlate significantly with kindergarten or first grade placements. Finally, teacher feedback on social and emotional functioning did not differ significantly for students who attended self-contained versus inclusive preschool classroom settings. Additional research with increased controls for student demographics, teacher quality, and disability status is recommended to inform educators regarding how variations in placements may effect long term outcomes for special education preschool students. Item"What White Nonsense is this?" Investigating the Seldom Seen or Heard Stories of Latinxs in the National Register of Historic Places(2019-01-01) Sandoval, Camilla; Blair, Melissa; History; Historical StudiesI am studying the master narrative of the United States told through the National Register. I want to understand how the National Register presents the place of Latinxs in our national story and what factors have led to that representation. The evidence presented in my theses shows that the National Register is inherently unsuited to recognize the historical contributions of this recently formed, forcibly displaced, and vastly understudied community of Latinxs in the DMV. The National Register was built on premises that disregarded the historical contributions of non-white communities. This biased foundation of preservation principles has resulted in a Eurocentric representation of Latinxs, meaning that the historical significance of this demographic is often tied in some way to the architecture, actions, or people of Spain. I prove that the National Register's criteria and criteria considerations make it impossible for the DMV's Latinx community to fit in the National Register's exclusionary definitions of historical significance.