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
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.
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.
I love this article it so wonderful to see that the beautiful children were not left out when it comes to technology. Warms my heart and keeps me hopeful.
ReplyDeleteThank you. This article was definitely touching and enlightening to me as well.
DeleteI found this article interesting because as a classroom teacher I am always looking for ways to reach my students. I have never really thought about how fine arts teachers could struggle with special education students. I love how technology is bridging the gap for students with disabilities.
ReplyDeleteI agree, technology has came a long way! I am very grateful for the fine arts instructors who implement such tools into their curriculum.
Delete