STRATEGIES:
- utilize the vision that the student does possess
- utilize a multi-sensory approach to enhance student learning (see, hear, touch, smell, taste)
- use adaptive materials (Braille, textures, large print)
- provide proper lighting and greater contrasts such as black and white
- incorporate fluorescent colors
- keep the room well organized
- provide simple verbal directions
- provide sequencing of events
- provide optimum stimulation of all senses
- provide opportunities to handle objects and art materials
- let the student place his/her hand on top of yours while demonstrating
- begin by introducing non-threatening tactile experiences (i.e. warm water)
- provide a safe and secure environment
- give warning of potential obstacles in classroom
- be consistent with routines
- keep objects in same location throughout the room
- provide oral descriptions of items that include color, size, weight, volume and distance
- compare objects to things they are familiar with
- allow more time to complete work
- incorporate other expressive therapies of movement, music, drama, poetry
- utilize directions in your explanations- left, right, up, down, 2 o’clock
- incorporate motion and vibration such as the potter’s wheel
- secure paper and all materials
- make sure materials are within reach
- remove unnecessary objects from work area
- provide tactile stimulation
- encourage exploration of objects during teaching sessions
- utilize light boards and magnifiers
- explore paint through textures and raised lines
- introduce the 3 dimensional world of clay and sculpture
- encourage discussions on feelings and preferences incorporate projects that support the student’s Individualized Education Plan
For the blind child, adding textures, smells and sounds are adaptive to the need for alternative sensory stimuli. High contrasting colors and neon paints can also provide support for students with visual deficits. Introducing the idea of a paint utensil, using a shaving brush or textured balls dipped in paint then rolled on paper can provide a supportive tool that empowers the student in his/her self expression.
Sensory stimulation is also a technique that may be utilized to create the optimum experience for all students. Students will be exposed to a wide range of textured materials from soft to rough. Textures (sand, marbles, noodles, beans, shaving cream) can even be added to the paint for a maximum sensory experience.
Each of these physical adaptations clarify the teacher’s understanding of the child’s needs while helping the child to succeed in whatever modes are presently available to him/her. Repositioning the child on the floor, placing a student over a cushioned wedge or testing different positions to assess how the child can use available motor functions most adeptly, are aspects of adding individualized adaptations to the art program.
As a child learns to use his/her adaptations, the sense of mastery and feelings of self-worth and importance take precedence over feeling handicapped and inadequate. Students that previously had limitations on verbal self-expression are now introduced to the power of self-expression through the 2 dimensional and 3 dimensional art mediums.
