Adaptive Art vs Inclusion.
Having taught for several years in a diverse, inclusive classroom, I wanted to share some thoughts about my Adaptive Art class and why I am so excited about it. I am still honored to have a diverse population in my other classes, it's just that the interactions between general education students and adaptive students has created a new opportunity both socially and academically for all students involved.
Case 1: Inclusive General Education Classroom
I have had up to 50 people in a room at once, from enrolled students, students doing make-up work, students seeking a safe environment to draw, paras, etc. Many of my classes have more than 35 student enrolled in a space that comfortably seats about 20-25 students. I generally don’t have time for much if any one-on-one instruction, my expectation is that students work together to build understanding. There is no real “preferential” seating, it is a workshop atmosphere, and the places closest to my seat are the most overcrowded, least accessible places to sit in the room. Space is limited, and it can be tricky to navigate the through the large tables, stools, students, backpacks, art materials, and set up / tear down traffic. The sinks acquire long lines, which don’t fit either. While we don’t have the space to create and store large format art as I would like, my students still manage to produce a quite a bit of exceptional work every semester. If there is a student with moderate to severe needs, that student may need to sit by the door for mobility purposes, putting them farther away from me and the projector. Overcrowding is more evident as we also need to make room for a paraprofessional. The general education students spend most of their limited time getting their work done and critiquing each other's’ work, and don’t often have time to help modify or work with students whose needs mandate them to work on a project that might look a lot different than theirs. We certainly include the adaptive students whenever possible with discussions and techniques, but these students really spend more time interacting with the paraprofessionals than with the general education students. In the end, some good art work does come forth, as it is my goal and responsibility make sure that the lessons are adapted and modified, however, I get the feeling that adaptive students are still on an island of their own rather than a central focus.
Case 2: Adaptive Art:
Myself or one of my general education students stands at the door welcoming students as they slowly pile in. They adaptive students in this class come in with paraprofessionals and a reduced class size, so moving around the room to get settled is much easier and less stressful. Some of the students are able to get our their own materials and choose their own warm up, such as drawing with pastels, while everyone gets settled and we get set up for the class period. A few minutes into class, my instructional assistants bring materials to the tables of students who aren’t able to do so by themselves. Each student works on projects in his or her own way. Some need an assistant to guide their hand, some need assistance staying focused, some need special tools to help grip the media, which we can improvise on the spot. Every student has not just the help they need to create art that is as aesthetically pleasing as any other student group’s art, but they also have direct interaction with more general education students than they would have in any of my other classes. A glance around my room will reveal a 14 year old instructional aid holding up hands up to an immobile student who cannot speak, having him look at her right hand to say yes and her left hand to say no. This training is paramount to those instructional aides who want to study art education, art therapy or special education. You will also see students bond, laughing together, giving each other hugs and fist bumps, and occasionally they dance and sing together as they work. In fact, some of the instructional assistants do have IEPs and receive help in other classes, so this is a time for them to be leaders and help others. Students generally have a great time, bonding between special needs students and general education students in a relaxed, fun environment on a scale that is just not possible in a general education class, while truly reaching their potential when it comes to creativity. It is something special that must be seen to be believed.
Keep up with us: http://johnmapesclarkedu.wixsite.com/lessons/adaptive-art
