I have a problem to solve for my mainstreaming course. I have a new student in my fifth grade visual art class who is wheelchair bound (motorized), has a slight cognitive disability, has a paraprofessional as a scribe and for mobility needs, has weak neck muscles and uses neck supports, cannot move his arms, but can type a bit on a technical assistance device.
Question: Is it possible that this student with his disabilities can possibly meet the curricular goals of my class that consist of painting, drawing, printmaking, and sculpture in my art class when he cannot move his arms much at all?
What adaptations/modifications would you make if this student were to come into your class? I need help with this one. Please share! In a real world, I don’t believe this student would be placed in my class, but I have him in my class hypothetically…so…this is due by April 27th!
Thanks for your consideration!
Gini
You might look into the application “BuildAbility” for this youngster for the drawing/painting exercises. This is a relatively new program by Davidson. With this program, the student can draw, add text boxes, import graphics, sounds, record speech, and create a “book” of several pages in a seamless manner. Can be used with a switch and with teacher support, with IntelliKeys (someone has to create the template). My students enjoy the program.
For clay/paper mache, etc. you might allow the child to do as much “handling” as possible and then have the student direct the aide to some of the work while guiding the student’s hands. Can be messy, but allows for some independent control.
Good luck.
Kay Smith