Inclusive Art Education

Inclusive Art Education

seeks acceptance of all learners. Developing a sense of belonging and accepting differences. supports self-expression, well-being, community connection and social cohesion

Why Adapt Art

communication, removes obstacles and barriers, rewarding for child, access to multiple learning styles, support IEP goals

Gross Motor Adaptation

using long handed brushes, grips for lack of hand control, use various body parts to create

Fine Motor Adaptation

cupping for palm dvp, adaptive brushes, stick and peel pieces, lacing beads, stamps

Sensory Adaptations

eliminate or heighten sensory stimulation. Add tactile experiences

Emotional and Behaviour Adaptation

plan strategies to diffuse emotional or behavioural outbreaks, relaxing activities for stress

Hearing impaired adaptation

show rather than tell, reduce noise, singing interperator, look at child while talking

Visually impaired adaptation

create outlines, works children can feel, enlarge fonts, have magnifying tools available

intellectual deficits adaptation

step-by-step teaching, repetition, visual reinforcements

Ableism

sees persons with disabilities as being less worthy of respect, less able to participate, less valued. Limits opportunities of disabled people

Normative Representations of Art

The seeing Body/mind: vision,

Dexterous body/Mind: use fine motor skills,

independent body/mind: successful engagement