ETEC 562- Journal Article Review

Coleman, M.m & Cramer, E.e (2015). Creating Meaningful Art Experiences

With Assistive Technology for Students With Physical, Visual, Severe, and Multiple Disabilities. Art Education, 68 (2), 6-13. Reviewed by Meshayla Campbell

In this article, Coleman and Cramer speak of the need for addressing all learners in the art classroom. They provide art instructors with a starting point for planning instruction for students with physical, visual, severe, and multiple disabilities. They believe that art provides opportunities to problem solve, strengthen, and observe aesthetic awareness and critical thinking (likes and dislikes). Although dated, they explored the case studies of Peterson and Foley (1992) on the use of multiple assistive technology devices (e.g., expanded keyboards, communication devices, pointing devices attached to the students head, computerized drawing software). They found that technology introduced a new avenue to art education and stated, "Assistive technology enables such people to express and experience their talents for the first time with new forms of language--the visual and performing arts." Coleman and Cramer collected data on a survey regarding accommodations in art class for students with disabilities and their findings concluded that:

• 88 art teachers felt completely prepared to teach art but minimally prepared to teach art to students with physical, visual, severe, and multiple disabilities.

Instructional Adaptations

• <50% of art teachers reported using: Special Equipment, modified materials, and partial participation
• Assistive Technology Use: No technology solutions were being reported as being used more than sometimes; adaptive scissors, ;are-handled implements, and larger sized materials were used rarely sometimes, all others were used between never or rarely

I found the following report to be quite interesting. It explains the data from their survey.

Art Teachers Reported Support from Special Education
1 = Never; 2 = Rarely; 3 = Sometimes; 4 = Often; 5 = Almost Always

SUPPORT FROM SPECIAL EDUCATOR
Collaborate with special educator	3.14	Sometimes - Often
Receive IEP info	3.65	Sometimes - Often
Receive support and training on AT from SPED Teacher	1.74	Never - Rarely
Receive support and training on AT from AT specialist, PT, or OT	1.68	Never - Rarely

SUPPORT FROM PARAPROFESSIONAL
Paraprofessionals provide amount of support needed to make art meaningful for students	3.18	Sometimes - Often
Paraprofessionals assist art teacher in understanding and making adaptations	2.54	Rarely - Sometimes
Paraprofessionals make the art project for the student	2.44	Rarely – Sometimes
Paraprofessionals help art teacher with knowledge of AT and incorporation of AT	1.98	Never - Rarely

I am completely enamored at their approach and interest in Assistive Learning for Art Classes. I strongly believe that to access any curriculum (not just art class), students need to be able to interact with the information and material provided. Students with cognitive, sensory, or and physical disabilities require special support and assistive technology is the key to helping them overcome their barriers.

References:

Coleman, M.m & Cramer, E.e (2015). Creating Meaningful Art Experiences

With Assistive Technology for Students With Physical, Visual, Severe, and Multiple Disabilities. Art Education, 68 (2), 6-13.

Peterson, C. R., 8c Foley, B. (1992). “If you can move your head, you can move your world”... Accessing the arts through assistive technology. Arts & Activities, 111, 28.