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Have you ever heard the expression, “A picture is worth 1000 words?” This quote indicates that complex ideas or several ideas can be expressed through one simple image. At times, it can be difficult to put into words what you are truly feeling. This is the beauty of photography. It is a form of art that allows self expression and your voice to be heard through one click of a button. Now imagine the frustration of a child who is on the Autism Spectrum Disorder, who has become familiar with being unable to put their emotions into words. Photography can be used as an outlet, and also a form of expression in the classroom.

For students with Autism, communication can be a great challenge and become frustrating when unable to express their interests or emotions. The use of a camera gives them the opportunity to capture a moment and express themselves through images. It is truly amazing what photography can enable these students to overcome. I think it creates more of a value of photography and art on student behaviors.

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Autism Spectrum Disorder (ASD) can be defined as a developmental disorder that affects communication and behavior. Although a person can be diagnosed at any age, it is evident that signs appear within the first two years of life. The severity of Autism Spectrum Disorder varies from person to person, meaning it can range from mild to very severe. With that being said, children with ASD respond to differentiation in various ways.

Statistics reveal that 1 in 68 children are diagnosed with Autism

Spectrum Disorder (ASD) every year (Harrington, Sharp, & Pierman, 2016).

There is no current medical detection, or cure for Autism Spectrum Disorder. As of now medication can only be used as a support and adjunct to the disorder. That is why it is so important for teachers and community members to recognize what works for people with ASD and new ways to engage students with the given content.

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In my experience, my elementary school did not have the funds to support art programs. Unfortunately when it comes to budget cuts, art is often the subject area that faces the most deficits. According to the literature, a large number of educators experienced a variety of challenges including financial impediments, busy schedules and public pressure from family members and school boards (Campbell & Townshend, n.d.; Lasry, 2010, Jordan & Dicicco, 2012). When art integration is limited, students are unable to develop important skills such as creative thinking and self expression.

When art integration is limited, students are unable to develop important skills such as creative thinking and self expression.

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The article Revealing the World of Autism Through the Lens of a Camera, provided 16 participants with ASD a digital camera and analyzed their photographs. The participants were given the freedom to photograph people in the classroom, objects inside the classroom and objects outdoors. The study had some interesting results, the participants with ASD took more photos of other people which was an unexpected result. Also, they spent more time shooting each photo than their peers. The results of the experiment challenged theories that trace atypical social cognition in ASD to a reduced interest or motivation in people (Wang, Fa, Hakimi, Paul, Zhao, and Adolphs, 2016). The article also expresses that these photos not only revealed how people with ASD view the world, but might even suggest the attempt to communicate their experiences to others.

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Through research, and analyzing real teachers' experience with photography as a means of support it’s benefits become clear. It is a great way to get students excited about school and inspired by their abilities. Coleman & Cramer’s (2015) article focuses on supporting the needs of diverse learners. These teachers are able to recognize that limited school systems are able to employ art therapists. As result, teachers often take on responsibility for engaging students with a variety of learning and emotional challenges in the art classroom (Loesl, 2010).  The openness of art instruction naturally allows the expressions or voices of multiple learners. Art can be intimidating for students who desire a specific schedule or needing correct/incorrect answers. However, by applying creative adaptations to the curriculum, students with physical, visual, severe, and multiple disabilities are able to become actively engaged. (Loesl, 2012). Some teachers suggest using photography to work on public speaking skills. Students are asked to reflect on their work and express to their peers their thought process when taking the photographs.

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Teachers have positive feedback on the use of visual arts in their special education classes and encourage other teachers to incorporate elements of art throughout all aspects of the curriculum. Some impacts of visual arts on students with ASD include: Assisting with the development of cognition, provides a medium for expression and communication, increasing imagination and abstract thinking, improving fine motor skills and increasing communication and social interaction (Harrington, Sharp, & Pierman, 2016). It is such a great way to provide memorable, hands-on learning activities for your students.

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Alexander, E. & Dille, L. (2018). Professional perceptions of the effectiveness of visual

communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder. Georgian Court University, USA

Alter-Muri, S. (2017). Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students. Art Education, 70(5), 20-25. Retrieved from

https://proxy.geneseo.edu/login?url=https://proxy.geneseo.edu:5742/docview/1933261512?accountid=11072

Coleman, M. B., & Cramer, E. S. (2015). Creating meaningful art experiences with assistive technology for students with physical, visual, severe, and multiple disabilities. Art Education, 68(2), 6-13. Retrieved from https://proxy.geneseo.edu/login?url=https://proxy.geneseo.edu:5742/docview/1675842096?accountid=11072

DeCleene, K. (2015). Visual arts education for students with significant disabilities: Examining the intersection between art education, special education and the learning sciences (Order No. 3720301). Available from ProQuest Central Essentials; Social Science Premium Collection. (1719668779). Retrieved from https://proxy.geneseo.edu/login?url=https://proxy.geneseo.edu:5742/docview/1719668779?accountid=11072

DiNardo, D. (2017). Visual Art as Pedagogy for Autism: Exploring Educators use of Art Therapy Intervention in the Classroom for Students with Autism. Visual Art as Pedagogy for Autism. Ontario Institute for Studies in Education of the University of Toronto.

Harrington, L., Sharp, C., Pierman, E. (2016). Art and Autism: A Guide for Educators. The Ohio State University. Retrieved April 30, 2019, from https://aaep.osu.edu/sites/aaep.osu.edu/files/Educator%20Toolkit.pdf

Love, J. (2018). Sensory Spaces: Sensory Learning – An Experimental Approach to Educating Future Designers to Design Autism Schools. ArchNet-IJAR : International Journal of Architectural Research, 12(3), 152. doi:http://proxy.geneseo.edu:2108/10.26687/archnet-ijar.v12i3.1704

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Therapies and other programs that target specific needs of an individual student need to be implemented. Unfortunately, many parents lack access to information and do not understand the severity of their role in supporting a child with ASD. This is particularly true for students that come from diverse backgrounds. These families face more obstacles in gaining resources and support services. It is extremely important for parents to receive forms of access, and also be in close contact with teachers and other professional support services.

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The article by DiNardo confirms the positive effects art integration can have on students with Autism Spectrum Disorder. The findings revealed that art therapy allows children with ASD to utilize social, communication, and language skills, through the oral dialogue that occasionally takes place, preparing them to communicate effectively with their external environment (Evans, 1998).

Capturing photographs can spark students imagination and encourage them to be engaged in the classroom, which is a big step for some students.