Physical Disabilities

Visual/Auditory Impairments

Intellectual Disabilities

MULTIPLE AND SEVERE PHYSICAL DISABILITIES -

STRATEGIES:

1. use of repetition in teaching and art experiences
2. incorporate a multi-sensory approach to enhance student learning (see, hear, touch, smell, taste)
3. use clear, small, step by step directions
4. decrease exterior stimulation
5. allow time for exploration and communication
6. create a well organized program
7. provide a visually stimulating room
8. stress process, not product
9. incorporate adjunctive therapies- music, movement, drama
10. provide age appropriate subject matter and projects
11. provide proper positioning of students and materials
12. provide success oriented tasks
13. use adaptive tools when necessary
14. use thicker utensils and materials to increase holding ease
15. secure paper by masking the edges
16. use Rubbermaid shelf liner or DYCEM under the paper to secure positioning
17. cookie sheets can be used to create boundaries
18. bulldog clips or clothespins will also secure the paper
19. utilize tabletop easels to bring art to eye level
20. mold Model Magic around paintbrush handle to increase grip handle
21. use commercial made grip devices
22. place drawing implement or paint bottle into Styrofoam or tennis ball for holding
23. make sure all efforts come from the student, not the educator
24. decrease sensory stimulation if child is tactilely defensive
25. incorporate textures into paint or foam paint
26. provide a safe secure environment
27. encourage students to make decisions (medium, color, design, etc.)
28. encourage fine and gross motor development incorporate projects that support the student’s Individualized Education Plan

Within the special education school programs some of the participants in the Art Therapy Express Program, due to physical complications, have a life expectancy of less than ten years. This only strengthens our motivation to provide all students with special needs a maximum quality of life that is filled with growth, excitement, beauty, communication, creativity and a feeling of belonging.

In the past, many of the parents of the students have expressed their frustrations in feeling their children were omitted from art because it was too difficult to work with them. We believe that special education students, even more than regular education students, desperately need this creative outlet.

Many children who have the desire to do artwork, painting or sculpture, have been denied this tremendous opportunity for expression and growth because they have not been able to handle the materials or have been denied access to art teaching for students with special needs. With proper adaptations all of these persons are able to create art. The students become the decision makers. The process and the product are now in their control. So many broad smiles and roars of laughter validate the power of this creative process.

For those participants who are physically disabled, the Art Therapy Express Program purchases or modifies specialized equipment. Each person is studied individually. One solution will not work for all students. In our experience, we have never found anyone who has some use of hands, fingers, feet, or head who cannot engage in artwork. Creative art classes have as their goal, the release of the creative energy that lies deep within each person, and the integration and growth of the total personality. Creative art leads to an experience that cannot be duplicated. We believe this life-enriching experience should not be denied to anyone.

Most of us take the ability to use our hands for granted. We are able to write or draw without any assistance. Art expression allows us the ability to communicate our feelings.  When a child is severely physically impaired, it is often necessary to devise adaptations for the child so that he/she can physically participate in working with the materials. The students are provided with tools that will assist them in creating art. We focus on each student’s personal strengths to design supportive material that will enhance his/her capabilities. A child who has little hand grasp or spastic movements from cerebral palsy may utilize special adaptive tools to hold the brush. These commercial or handmade devices will empower the student to his/her maximum potential. For a child with little or no hand control, but fair to good head control, a head stick can be utilized. Paint brushes or markers can be attached to the stick for exciting art encounters. Students with limited hand functioning can also utilize mouth sticks. Sponges can be attached to the feet with Velcro, if this is the student’s primary movement. It is imperative to take the student’s lead in capturing their voluntary and involuntary movements. For example, spasms can be utilized to create extremely expressive paintings.

Through a special collaboration with the John G. Leach School of the Colonial School District, the Art Therapy Express Program has completed a teaching video created for parents and teachers (see support materials). It provides extensive education to assist caregivers to incorporate art into the lives of children and adults with severe physical disabilities. We are currently creating a second video and a book that will provide further insights and creative
techniques. The Art Therapy Express Program educators frequently speak at Delaware Department of Education Conferences.