Abstract
Embedding literature which promotes positive views of disabilities into teacher preparation programs is not an uncommon practice (Hansen et al., 2023; Yu & Meyer, 2024). However, multimedia, such as music and television, allow a more inclusive approach to disability studies. Hip-Hop music serves to represent the underrepresented in society and the overrepresented in disability categories. This paper describes how to incorporate three multimedia projects utilizing an Integrative Model of Pedagogy and Hip-Hop into teacher preparation programs for more inclusive, strategic and reflective teacher candidates. Within each project the instructor embeds specific High-Leverage Practices for students with disabilities and culturally responsive teaching strategies in order to model best practices for their teacher candidates. With Hip-Hop as the context, instructors utilize the television show Glee, the musical Hamilton, and the 2025 SuperBowl Halftime Show performance as the tools to create deeper understanding of Disability as a sociocultural concept.
DOI
10.5703/1288284318228
Keywords
teacher preparation, Integrative Model of Pedagogy, High-Leverage Practices, Culturally responsive teaching
Date of this Version
12-19-2025
Recommended Citation
Wilkinson, Colleen A.; Riegel, Caitlin; and Falzone, Elizabeth
(2025)
"Remixing the Integrative Model of Pedagogy Through Varied Hip-Hop Contexts,"
Journal of the Arts and Special Education: Vol. 5
:
Iss.
2,
Article 9.
DOI: 10.5703/1288284318228
Available at:
https://docs.lib.purdue.edu/jase/vol5/iss2/9
Included in
Disability and Equity in Education Commons, Teacher Education and Professional Development Commons
Comments
This article has been initially accepted for the special issue on Hip-Hop for Students with Disabilities.