حول GIVE

روحنا أثناء إنشاء دليل GIVE: 

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 the  techniques you try. We hope the wide array of resources, activities and ideas organized in this guide will support you in your career as an arts educator.

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 your students to learn their preferred identifier. دليل اللغة الشامل has information on person-first versus identity-first and other inclusive language tips, all with the understanding that language changes, it is fluid and personal.

يتأثر تشخيص الإعاقة وتجربة الإعاقة بتقاطعات هويات الطلاب مثل العرق والجنس والطبقة في مجتمعنا. تقاطع الإعاقة والعرق والجنس والهويات الأخرى يستكشف كيف يتقاطع التحيز مع التشخيص والخبرة الحياتية من حيث صلته بالإعاقة.

The work of creating accessible and inclusive learning spaces is never complete. As the GIVE learning community grows and evolves, the GIVE resources will also continue to evolve and grow.

امنح البحث 

في ربيع عام 2021 ، لاحظ فريق GIVE أن فنانين التدريس يعملون تقريبًا في الفصول الدراسية لتكنولوجيا المعلومات والاتصالات للصفين الثاني والسابع لتحديد ما إذا كان التعرض لموارد GIVE يؤثر على ممارسة التدريس وكيف يؤثر ذلك.

Preliminary GIVE research shows that Teaching Artists who participated in training to use the GIVE resources improved in creating a welcoming and inclusive classroom more substantially than a control group of Teaching Artists working in similar environments. There is also evidence that Teaching Artists who engaged with the GIVE materials taught students to use digital tools and platforms more effectively than their untrained peers.