The Effectiveness of Utilizing an Arts-Integrated Approach with Students with IEPs in Grades K–5 Self-Contained Classrooms and Why an Arts-Integrated Approach Is Not Widely Implemented in the United States

Author

• Alexandra Leff, CUNY Hunter CollegeFollow

Date of Award

Spring 5-1-2026

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Anthropology

First Advisor

Jonathan Shannon, PhD

Second Advisor

Susanne Harnett, PhD

Academic Program Adviser

Professor Marc Edelman

Abstract

This thesis examines arts integration as an approach for K–5 students with IEPs. Drawing on research from Western and non-Western and data from two programs, it shows gains in academic achievement and social-emotional learning. Despite cultural and systemic barriers, findings support expanding arts integration through teacher training and policy reform.

Recommended Citation

Leff, Alexandra, "The Effectiveness of Utilizing an Arts-Integrated Approach with Students with IEPs in Grades K–5 Self-Contained Classrooms and Why an Arts-Integrated Approach Is Not Widely Implemented in the United States" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/hc_sas_etds/1467