GIVE (Growing Inclusivity for Vibrant Engagement) is a free guide that supports Teaching Artists (TAs) in the creation of liberated learning environments and vibrant arts experiences within inclusion settings.
No group of students or educators is a monolithic group. With that in mind, consider the information, tips and strategies you find here as a starting point for iterating practice. Be responsive to who you are teaching; acknowledge and reflect on responses to techniques you try. We hope the wide array of resources, activities and ideas organized in this guide will support you in your career as a TA.
We utilize person-first language in this guide, but there is no one correct way to name or describe another person’s relationship to disability. An individual’s identity preferences should be prioritized over generic terms. We encourage you to have conversations with students to learn their preferred identifier. The Inclusive Language Guide has information on person first versus identity first or other inclusive language guidelines.
Diagnosis of disability and experience of disability is influenced by the intersections of student identities such as race, gender, and class in our society. Intersectionality of Disability, Race, Gender & Other Identities explores how bias intersects with diagnosis and lived experience as it pertains to disability.