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Schoolyard Blog | Teacher Resources | School Specialty

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Arts & Crafts School Specialty *

Your art supplies are all ordered, delivered and put away. Your lesson plans are ready. Your room is set up just how you like it. As you get your roster of students you find out that one (or more!) has special needs. No need to panic. These 7 tips may help you to conduct a smooth inclusion process:

7 Ways to Include Students with Special Needs in Art Class

1. Use the Student's IEP

If the student is in special education then he/she will have an IEP or Individualized Educational Program that will identify the child's present level of performance (including cognitive abilities), strengths and weaknesses, goals and objectives as well as any assistive technology (this includes adaptive equipment) that is recommended for the child to be successful, and any appropriate related services which can include Occupational, Physical and/or Speech Therapy.

If possible get your hands on this document and review it before school starts and collaborate with the Special Education (SPED) team (an assigned SPED Teacher and Related Services as above) to help problem solve any positioning, communication, sensory motor and/or cognitive/behavior needs.

2. Ask Parents for Helpful Info

Parents of course are often the best advocates for their children so if an option, use the time to get to know the family at the "Meet the Teacher" events that many schools schedule just prior to the first day of school. Any particular sensory needs/preferences would be helpful during this discovery period. Is he bothered by lights/sounds? Does she get overwhelmed easily? What are his favorite ways to calm down or cope?

3. Make Your Classroom More Accessible

Consider the ease of accessibility of your art room layout. Do the tables have enough space between them to accommodate a wheelchair (min. 36"W) or is there at least one access row that would have this allotted space? For children with mobility issues (e.g., balance issues, walk with braces and/or crutches) be mindful of possible trip hazards such as a throw rug, protruding chair/stool legs, extension cords, etc. This is just good safety practice for all!

4. Change Up the Lighting

Overhead (especially fluorescent) lighting may cause issues with glare and overstimulation. Turn off, use flame retardant light shades or find out if dimmer switch installation or using free standing floor lighting are options.

5. Reduce Visual Stimulation

Reduce the amount of visual stimulation in the class. Keep supplies behind closed cabinets or consider using simple curtain or fabric panels to cover shelves. Limit the amount of artwork on the walls or suspended from the ceiling.

6. Consider Adding Adapted Seating

Make sure the work space is stable and accessible. Use adapted desks/seating as needed. To keep items in place use a non-skid pad under the student's work surface.

7. Use Images to Supplement Instruction

A picture IS worth a thousand words! Use simple pictures or icons to supplement your art classroom rules, simple step by step directions etc. Make sure any child that is non-verbal has the ability to communicate basic needs. (Help me, I need to use the bathroom, I am thirsty etc.).

Art is Important for All Students

No matter what the student's ability, research shows that the Arts make a difference in a child's development. As an Art Educator you are a vital part of this process! Our best wishes for a smooth back to school transition and a wonderful year.

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7 Tips to Help a Child with Special Needs Succeed in Art Class

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Your art supplies are all ordered, delivered and put away. Your lesson plans are ready. Your room is set up just how you like it. As you get your roster of students you find out that one (or more!) has special needs. No need to panic.

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Federal law requires that ALL students with disabilities age 3 to 21 must be provided instruction in physical education.

General PE

General physical education: The student attends physical education with age peers. No changes to curriculum, instruction, equipment, assessment methods or support are required for the student to participate, be successful and make progress in the general curriculum.

A student walks in the gym like his or her peers. Nothing different is needed.

This will be for many students.

PE Modifications

Modified physical education: The student attends physical education with age peers, but needs additional supports to participate, be successful and make progress in the general curriculum.

Anytime something is needed for a specific student to be successful in the general curriculum. The student attends class with peers and the regular PE teacher.

Mobility device

Paraprofessional or nurse

Alternate equipment

Alternate instruction/grading

Alternate dress requirement

Reduced distance or repetitions

Attends a Peer Partner PE class

Safety or health needs

Attendance in class is either reduced or increased

Specially-Designed PE

If students are not making progress in the general curriculum, specially-designed physical education (also referred to as "adapted" physical education) is indicated. This requires substantial adaptation of the curriculum or special curriculum development, individualization of instructional strategies, substantial equipment modifications and set up, collaboration with related 9 Contents service providers. The individual's PE program and the environment are tailored to the student's needs in the areas of motor development, play, fitness, recreation and lifetime leisure.

The student does not attend PE with peers or may not be instructed by the regular PE teacher. This is a small percentage of students.

The student's behavior or health does not allow him or her to participate in the general education setting.

A goal is required.

The goal can be tied to the reason for non-participation (e.g., reduced aggressions, choice-making, time-on-task, etc.).

The goal may be monitored by the special education teacher or paraprofessional.

Activities may be done in an alternate setting rather than in the gym.

General PE teacher may have input.

For more information about adapted PE options, visit the Iowa IDEA Information (i3) website.

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Federal law requires that ALL students with disabilities age 3 to 21 must be provided instruction in physical education. General PE General physical education: The student attends physical education with age peers. No changes to curriculum, instruction, equipment, assessment ...

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IEP Accommodations vs. Modifications: What's the Difference?

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IEP Accommodations vs. Modifications: What's the Difference?

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IEP Accommodations vs. Modifications: What’s the Difference?

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If you’re a general education teacher, the IEP accommodations and modifications page is for you!

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The Difference Between Modifications and Accommodations

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The Difference Between Modifications and Accommodations

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Accommodations and modifications are school supports that help kids learn. One changes how kids learn. The other changes what they learn.