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Texas
public schools are responsible for helping all students develop
to their full potential. The content and structure of art
curricula naturally provides opportunities to involve all
students in the learning process, regardless of their language,
cultural background, disabilities, or familiarity with course
content. Art classes can be designed to recognize and utilize
students' abilities, rather than their disabilities. Teachers
should modify instructional methods, pacing, and materials
to meet the individual needs of their students.
Special
Education
All
teachers of students receiving special education services
can benefit from taking part in the development of each student's
Individualized Educational Plan (IEP) and by participating
in Admission, Review, and Dismissal (ARD) committee meetings.
By getting involved in IEP and ARD consultations, art teachers
can share students' progress and achievements with parents
and other educators. The following considerations and classroom
strategies are provided to help teachers unaccustomed to modifying
their instruction for special education students:
- Students
who receive special education services are not a homogeneous
group. Each individual has unique strengths, needs, and
interests.
- Despite
the presence of a disability, every student can learn skills
in art classes that enable him or her to participate more
fully in school, recreation, and career preparation.
- Students
with severe disabilities require the greatest support and
individual attention. Support may be provided by special
education teachers, interpreters, mobility instructors,
or instructional aides in the context of the class.
- Students
with moderate disabilities may need to have materials and
activities adapted to meet their individual strengths and
needs.
- Some
students may have disabilities that require only slight
modifications in the classroom--such as special seating
or assistance with reading.
Adapting
teaching methods/materials to individuals
Some
art educators may be daunted by the challenge of teaching a
classroom of students with diverse, individual needs. The following
suggestions should help teachers establish the full participation
of every learner.
- Align
the content with the developmental level of the learner.
- Give
instructions through several modalities (e.g., visual and
aural).
- Summarize
key content points before moving to new topics.
- Ask
leading questions to encourage self-assessment as work progresses.
- Establish
a peer tutoring system to assist students with disabilities
and to allow them to help others.
- Assign
appropriate roles for cooperative learning activities.
- Use
adaptive devices and technology.
- Provide
recorded directions and textbooks.
- Adjust
pacing and time requirements for work completion.
- Allow
students to demonstrate proficiency using their best means
of expression.
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