Special Education and Art

Paper Summary:

This paper discusses the use of art to address the unique developmental issues facing students with special needs. The author describes the positive tactile and multi-sensory experiences that art projects give children. Practical guidelines for implementing these projects are presented for teachers. The paper gives the caveat that teachers must be aware of the students' physical limitations when developing an art project. The paper concludes with suggestions for group projects.

From the Paper:

"When adapting art projects to suit the needs of such children it is important to realistically assess the class' varying levels of comprehension and attention spans, which may be more diverse than a traditional class. When presenting new materials it is important to show the materials to the students, verbally describe the materials that will be used over the course of the project, and how to use the materials. A brief introduction is necessary before embarking upon the project to minimize the potential student frustration that might be aroused by having to deploy novel and unfamiliar items. For children with developmental issues of combined cognitive and physical nature, encouraging the children to manipulate items during the explanation, either by the teacher's own hands, or the use of an aide, can overcome barriers of resistance or a lack of comprehension."

Sample of Sources Used:

• Thompson, Mary E. (1997). "Art for Students with Special Needs." Chapter 13 from An Introduction to Early Childhood Special Education. Edited by Linda L. Dunlap MA: Allyn & Bacon.

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