I get emails from teachers all over the world on strategies to use when teaching students with Autism or other Significant Disabilities.
Recently a teacher in Puerto Rico reached out to get some help on teaching a student with Autism in an inclusion Art class at her elementary school. I have seen the class sizes in large group art in elementary schools, so I know how tough it can be to not only wrangle lots of little ones, but on top of that give a student with a disability some quality experiences and instruction.
With that said, there are a few things to keep in mind when picking art strategies for students with Autism in an inclusion art class… Here was her video answer.
If you are supporting students in an inclusion art class and want more on helping them participate fully, get something out of the class, and control behaviors, I suggest the following bonus strategies:
- Landing Activity: When students get to class, there is a lot of hoopla in the transition. The noise, movement, and sensory stimulation can be an overload. Be sure your student with Autism in an inclusion art class has an activity, chore, or task to start on right away so they don’t focus on the sensory input and overstimulate.
- Short Rotations: Some art projects in an inclusion art classroom last for the entire class, an entire week, or weeks long for larger projects. Problem is the attention span for some students with Autism in this setting is way shorter than that. Plan on having 3 shorter activities that each last between 12-18 minutes at most. These can all support a larger project, but structuring the class so students are mixing things up periodically will help. Remember, a good visual helps a TON. Try a visual schedule card with a First-Then so your student knows what is coming.
- Extension Activities: While some students in your art class may focus on getting to perfection, your students with Autism in an inclusion art class may finish a 45-minute art project in 45-seconds. You have to have some simple activities and quality extension projects ready to go. The video touches on how to get that done easily.
4. Find the Functional: Remember, there are lots of functional skills a student with Autism needs to work on in addition to improving and appreciating art. Social Skills and independence are huge areas that need constant improvement. Consider a chore chart for students where they can be charged with clean up or prep for projects. This also makes a great rotation activity. Then think of ways to increase the amount of time students spend in interacting with peers. Social communication, collaboration, and chances to talk with people OTHER than the adults in the room must be worked into your class. Think of when and how that works for your specific student and class structure.
Good Luck teaching Students with Autism in an Inclusion Art Class…
