Including the Special Needs Artist

SUGGESTIONS OR TIPS ON WORKING WITH SPECIAL NEEDS ARTIST ON TRADITIONAL ART LESSONS

COMPILED BY HOLLY BLOWERS BSMA AD

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"Tips for a Art Buddy" adapting your traditional art lessons for special needs artist

Don’t be intimidated by severe disabilities. Sometimes people can be fearful to even touch kids with more severe disabilities. Many times they are tougher than you think. Whenever possible find out information from caretakers who may know the student and their challenges. You can gently offer some options to the student to see how far they can stretch their arms or move their fingers.

Try different things. See if they can drop pieces of paper or how far they can stretch their arms. The student will appreciate you trying and the fact that you are taking the time to try and make some participation options work for them. Most of these students have only gotten to watch as an observer as someone completes their project for them because people were too scared to experiment with them or decided they could not do it. Many of the students I have worked with are just thrilled to get to drop pieces of paper to create a collage because they never have had the chance and no one know how to help them.

SEVERE COGNITIVE IMPAIRMENTS
Furniture-Students may need "soft" furniture such as beanbag chairs, mats, and cots. Sometimes working on the floor is more suitable for students. Make sure that furniture is stable and work is secured because students may not be able to navigate the environment with real control. Watch out for sharp corners.
Lighting-Because it is often difficult for students, to focus attention, lighting should be directed on work whenever possible. If possible, general lighting should be average to above average because severely impaired students are often visually limited as well.
Tools, Equipment, and Storage-Stay with simple, basic art room supplies.
Avoid sharp tools. See" Adaptive Aids" for suggestions on adapting existing tools to students with limited grasp. Many tools and materials adaptations that are recommended for the physically handicapped also apply for severely impaired.
There is little place (or space) for elaborate art process equipment in most art school and classroom programs (such as standing looms, printing presses, etc.). Clearly, these installations would be inappropriate for severely impaired students.
Make sure that all materials are kept out of students' reach when not in use.
It is not uncommon for severely impaired students to attempt the ingesting of art materials. As pointed out on page 269, "nontoxic" does not mean edible. You could, however, keep materials stored within students' view, particularly if they are of a colorful and appealing nature. Rigid plastic cartons (milk carriers are great) and plastic laundry bins can often be set up on their sides to reveal the items within them, such as yarn and poster paints.
Other Considerations-Because severely impaired students do often spend a lot of their time on the floor, general housekeeping needs to be attended. Floors should be kept reasonably clear and trashcans free of potentially dangerous waste. You might also look after electrical wiring and exposed outlets. Many of the same safety concerns parents have with preschool children in the home apply to severely impaired students in school. The term "childproofing" is used to describe making the home safe for the very young child-this is a very similar situation.
Many severely impaired students are multiply handicapped, and there are often health complications. Students can be on strong medication, which will sometimes affect behaviors. There may be a general picture of poor health that includes allergies and asthma. This is another good reason to avoid dusts and aerosol sprays.
It is a good idea to have some information on students' health so that you are aware of special problems. One of the most disconcerting and frightening health difficulties to the uninformed teacher is the seizure. Seizures are often present in the multiply handicapped and severely impaired student, but they do occur in other populations as well. General information and first-aid for seizures are discussed on page 270-become familiar with it if you have special students, particularly the severely impaired. Knowing what to do can make a big difference if your students should have a seizure in the classroom.

MILD COGNITIVE IMPAIRMENT
Furniture-Arrange desks and tables in a way that allows for easy passage and movement within the class. Many mildly impaired students are poorly coordinated and have some difficulty getting around. Once students can make their own way with ease, avoid frequent repositioning of furniture. It may present new obstacles to overcome. Also, impaired students often appreciate certain predictability in their environment.
Lighting-Average (to better than average) light.
Tools, Equipment, and Storage-Materials should be organized and kept in specific areas. If students learn where they can find something, it allows them some confidence in knowing where they can go to retrieve it. It's a good idea to store materials in movable bins or trays, so that students can have access to them. Identifying bins and trays with bold, simple labels is also recommended. This not only encourages independence, but it also reinforces reading skills.
Other considerations-Mildly impaired students are capable of doing uncomplicated tasks and enjoy the recognition that doing well brings. Enlist impaired students in sorting and matching jobs in the room. Organizing picture files by category, sorting crayons, paints, etc., would be beneficial to students and to you. Students can also run filmstrip projectors, record players, and be class messengers if they know the building.


SOCIALLY AND EMOTIONALLY DISTURBED
Furniture-Seating arrangements can be extremely important. Students should be seated so that they are able to work cooperatively as a group. However, take care not to seat students together who agitate each other. When a student's
actions are inappropriate for group work, set a place aside for the student away from the group. The student may be asked to go to the "time-out" space for a specified amount of time. This should be a separate desk reserved for this reason only, primarily to give the student a chance to calm down. Providing a special area away from the group can have other purposes. Occasionally a student will be granted time to work independently if he or she has finished an art project, or if the student has a legitimate reason to want to work alone. Again, a table can be put aside for the "quiet" work or independent activities.
The amount of freedom you give your socially and emotionally disturbed students in moving about the room will depend on the way that they handle it. If they abuse the privileges you grant them, then they should earn classroom rights by demonstrating more positive behaviors. Definite guidelines (sometimes even written contracts between teacher and student) may need to be set. Socially and emotionally disturbed students often need structure. They also need some predictability in their environment-from the design of the room to behavioral expectations.
Lighting-It is a fact that lighting is used to create mood and atmosphere in interior design. If your classroom lighting is harsh (or light bulbs exposed), it is possible that your students could react negatively to it. Glaring light, like loud music, can assault the senses. It is safer to have softer lighting, but certainly have enough illumination for students to work comfortably. Don't forget that light can be used to influence behavior, especially with younger students. When noise levels are rising and your admonishments go unheeded, try turning lights down or flicking them off entirely (if room still has some natural light). Flicking light can get students' attention, but sometimes working (or resting) in low light temporarily is just what is needed to bring students back on an even keel.
Tools, Equipment, and Storage-Socially and emotionally disturbed students often need to learn respect for classroom tools and equipment. Their skill and ability to manipulate them are probably intact. But students must treat materials properly-for the purposes for which the tools were intended. If materials are abused, this should not be taken lightly. A temporary suspension of privilege would be reasonable. When sharp tools are to be used, great care must be taken beforehand to impart the proper attitude to students. You must feel assured that students can handle them! Even classroom scissors can be regarded as sharp tools. You will want to impart a strong basic attitude and rules for using tools correctly.
For safety's sake, store your sharp and potentially threatening objects well away from students. If you have students who might get into trouble with them, a locked cabinet is not a bad idea. However, whenever it is possible, give students your trust and let them exercise some freedom in borrowing materials. Other Considerations-Socially and emotionally disturbed students are often at odds with both themselves and the world. Ideally, the art room is a place where success can be experienced and accomplishments made. The atmosphere should be supportive, unreasonable expectations avoided.

LEARNING DISABLED
Furniture-Because many learning disabled students are distracted quite frequently, it is a good idea to provide an area in the room where they might go occasionally to focus on a particular task. You can call this a study area or learning center, but its main function is to separate the student from the background noise. You might want to bracket the desk (or table) on the front or sides with cardboard or pegboard. You can even fit some desks into cut down refrigerator cartons. Be sure that work surfaces are not in any shadows.
Some learning disabled students may be poorly coordinated. If your students show these traits, design your room in an obstacle-free manner, leaving plenty of room to move about with ease.
Lighting-Normal, moderate lighting is fine for general classroom use. For concentration on specific projects, high-intensity lights or desk lamps maybe desired.
Tools, Equipment, and Storage-Proper use of tools and equipment will need to be clearly demonstrated. Students may have to be reminded of what they were previously instructed; information may bear reinforcement. Visual aids can help students with finding materials and carrying out tasks. For example, a poster or a chart can be a constant reminder when properly placed. Labeling drawers that contain materials or color coding can also help.
Other Considerations-A major difficulty for learning disabled students is organization. Organizing their thoughts, their movements, and their movements and their lives in general is so often a real challenge. Art activities can be multileveled. Learning disabled students will have a head start if the room and the materials are in order before they begin their strategies for accomplishing the task at hand.


PHYSICALLY HANDICAPPED
Furniture-The key concept in planning for the physically handicapped is a barrier-free environment. Classroom arrangement should allow for easy passage of your physically disabled students. If the student is on braces or other or other orthopedic equipment, or is in a wheelchair, you will have to assess the spaces disabled student needs to be able to move about freely. Allow as much clearance as you can to give students independence of movement.
Another concern is the level of the work surface. Some levels will have to be elevated; sturdy boxes, stacked on the desk, may work. Often students will be able to place a board across their wheelchairs, although some adjustment might be needed. Some students will work better on a horizontal rather than a vertical plane. Try to provide easels or adjustable drawing boards for these students.
While it is ideal for furniture generally to be scaled to the students size this idea becomes more important in the case of the physically handicapped child chair height that permits the child to place both feet on the floor (instead 0: having them dangle) is recommended. This gives the student better leverage. Young children’s desks should be small enough for them to “clear" the top with room for movement. A student who may already be physically disabled does not need to be further limited by the furniture.
Lighting-Normal lighting is fine.
Tools, Equipment, and Storage-In order to encourage physically handicapped students to be independent, you have to make it possible for them to do things· for themselves. Drawers with handles that are easy to grip and shelf tracks that slide out easily help to accomplish this. Try carts with wheels so that disabled students can transport materials that they cannot carry. Work aprons with big pockets can help too!
If you are working with older students and want them to use studio (or other) equipment, such as a potter's wheel, inquire about adaptations from the manufacturing company. Potter's wheels can be made suitable for the wheelchair bound. If you have a sewing machine the foot pedal can be placed on the top of the sewing surface. The pedal can be controlled by the elbow when legs are not able to manage it. Many appliances can be adapted to the handicapped with a little ingenuity and by asking the manufacturer questions.
Remember, place tools and equipment within students reach. Tape things down, especially paper, to secure to surface.
Other Considerations-The physical handicap is clearly not a "hidden" handicap. It is a fact that the disabled person must confront daily in order to function. If the person is wheelchair bound, there are seemingly endless obstacles to overcome. Although government regulations have somewhat helped the physically handicapped many challenges remain.
On a physical level, the problem is one of access. To get a wheelchair up a set of steps when no ramp is near represents the kind of perplexities that face the handicapped.
When setting up your classroom to accommodate your students, try negotiating your planned space by getting into a wheelchair. You will quickly develop an appreciation for the problem! and test your room design at the same time.


HEARING IMPAIRED
Furniture-Position furniture so that students can see your face. Try to seat hearing impaired students so that they see not only you, but can see the faces of their classmates. It is easier for hearing impaired students to understand you if they are within a close visual range. Keep in mind that students should be given freedom of movement in the classroom. Students need to move around to read lips and to attract your attention. Since deafness can create a great sense of isolation, it is a good idea to avoid always seating students in a manner that will separate them. Desk clusters or group tables should be incorporated in planning your room.
Lighting-Light is extremely important in communicating with hearing impaired students. In order to be understood, light should be on your face. If you are in shadows, it will be hard to see your lips and expressions. Also, avoid standing in front of windows. It creates a glare that reduces visibility.
When you want your hearing impaired students' attention, simply signal by flicking the lights off and on!
Tools, Equipment, and Storage-Use visual aids whenever you can; it will help students to identify supplies and understand instructions. Demonstrate how to use tools and equipment, and where to put them when you are finished with them. Make sure students understand; let them show you in response to your directions.
Other Considerations-Unlike the physically handicapped, the deaf student cannot always be easily distinguished from others. Yet, it is just as important that the needs arising from hearing loss be recognized. You must develop a consciousness about your hearing impaired students. Remember to communicate ideas and processes in every way possible, i.e., facial clarity, body language, aids, and demonstration. Make sure the layout of your room supports your efforts.


BLIND OR VISUALLY HANDICAPPED
Furniture-Chairs, files, desks, and other furniture should be placed in the room in an uncluttered manner. Once furniture arrangement is established, keep it that way! Sight impaired students can get bruised by unexpected objects. If you intend to move things around, inform your students and show them in a physical way.
If your student is blind, you can help him or her become familiar with the surroundings by using a simple sighted guide technique. Have student place his hand on your upper arm right above your elbow. Lead him to his destination. If the student does not know you very well, identify yourself and verbally describe what you are doing and where you are going (e.g., "Hi, Jane, it's Mrs. Collins. I'll take you to your seat. We're going around the supply closet now," etc.).
Be sure to assign seats to visually handicapped students with respect to their functional vision. Many visual impairments will affect either the left or right sides of the visual field (or both) or reduce vision in other ways. Check out from which angles your students can best see the board and demonstrations. It is generally a good practice to seat visually impaired students close to you. However, if you are certain that a student is completely blind, it is sometimes better to seat him or her in an accessible place, often nearer to the exit. When you want to seat the blind student, you can knock on his or her desk while you verbally address the student. You may also want to identify the student's desk with a Braille name tag or a tactile clue, such as a felt circle.
Lighting-If a student has some residual vision, good lighting becomes crucial. Lights should fully illuminate students' desk activities; high intensity lights can be used for close work. You should also watch for glare on objects from light. Avoid giving demonstrations in front of the window. Generally, make sure that enough light is on you so that your sight impaired students can see you better.
One exception to the rule is the light-sensitive visually impaired student.
Very often this condition is part of albinism. Students with albinism often wear tinted glasses to protect their eyes, and may want to avoid direct sunlight as well as strong artificial light.
Tools, Equipment, and Storage-Students with severe sight losses will need hand-over-hand demonstration of tools and equipment. Make sure when you show your class a technique or process that you are in their full view. Remember, some sight impairments affect only certain angles in the visual field.
Attempt to keep materials in specified places. It will aid students when they look for supplies. This is particularly important for blind students. You may even want to label materials and storage bins in Braille, or affix an identifying tactual clue on them (such as gluing the letter "s" in felt on the sewing supply box), or use an actual sample of the material within.
Be careful to shut drawers and cabinet doors. Doors that are left slightly ajar can injure a blind student!
Other Considerations-The world can be hard to negotiate when your sight is impaired. If you have ever worn a blindfold or had drops in your eyes, you may remember how disoriented you could become. Of course, blind students have probably adapted to their environment-unlike the sighted person who covers his eyes and tries to find his way. Yet there are still many pitfalls to avoid. By providing your severely sight impaired students with organized, familiar surroundings, you can reduce or eliminate much confusion and apprehension.


GIFTED
Furniture-Students should have something to say about where things go and why. They can even submit room specifications or "blueprints."
Special space can be set aside as an independent work area where students can develop their own ideas. It would be wonderful to build a loft space into the classroom if at all possible. There are many how-to-do-it books on construction and it could make a great project for the right students and teacher. The idea of incorporating different levels and perspectives could be very stimulating for gifted students. At least, have some high stools, low benches, and furniture of miscellaneous heights around the room to provide students with variety, rather than regimentation.
Lighting-Changeable lighting (an adjustable system) is ideal for adding interest to the room, but most classroom lighting is not installed by the teacher. So, be happy with moderate, normal lighting.
Tools, Equipment, and Storage-Students should be quite capable of proper treatment and care of tools and equipment, unless they are very young children. They should be given almost full responsibility in handling them (with some teacher supervision, of course). Students should be encouraged to find their own sense of order and keep it. Maintenance and storage are part of their job. The rewards are the freedom they are given in the classroom. They should be able to make good decisions about what is needed for a specific activity, where to find it, and how to put it away properly.
Other Considerations-Gifted students should be afforded ample opportunity to use their intelligence in organizing their world. They are in an excellent position to be in control of their environment. Gifted students need a chance to develop these skills, and the art classroom is the perfect place to practice!

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