Look at the kind of services he has on his plan. Some supports can be provided relatively easily in a co-taught/inclusion setting, or by monitoring general educator use of accommodations. Others are more challenging. If he is still receiving fairly intensive services (e.g., OT, systematic instruction in decoding/encoding (OG, Wilson, etc.), then the pull-out is kind of important. Does the work he does in special education replace his classroom work? Unless it is something like Wilson, it should ideally take place during the relevant subject, so that his access to that material is appropriately supported, and he is provided with the least restrictive environment. And as a matter of general principle, he does have a right to access the general education curriculum, of which the arts frameworks are a component.
Though I will note that many schools use specials time for tier 2 general education interventions (remedial/academic support classes for low-achieving/at-risk students not exclusively in special education).
