Making art activities work for students with special needs

KEEPING SAFE As an art teacher, it is important to maintain a classroom environment where everyone is able to work together safely. Sometimes in our enthusiasm to assist students, we put ourselves in positions where we are at risk of injury. If a student uses a wheelchair for mobility, make sure he or she is seated at a table which is the correct height, and that the arms of the chair fit underneath. If the chair is too far from the table, both the student and any assistants will have to stretch to reach the tabletop. If it is easier to ask the student to transfer to another chair, make sure you are aware of how he usually completes a transfer and whether you'll need to assist.

Avoid unstable stools that could create a balance problem. If you need to physically assist a student to complete a task, put yourself in a comfortable position, and make sure you have regular breaks. Do not work for long periods from behind a student if you need to physically assist with a task. This can place strain on your lower back and has the potential to cause injury, particularly if you have to lean a long way, or if the student is prone to sudden movements or falls.

Remember that sometimes students with special needs might have difficulty following directions or remembering rules, so make sure you take this into account in your classroom and program planning. Keep potentially dangerous items out of reach, and develop a system for getting out equipment and tools. Create some "hazard" symbols or photos that can be placed around the room as a reminder for students. Reinforce rules related to safety on a regular basis, rather than assuming that because you have explained it once, a student with a special need will remember it always.

Be prepared for disruptive or challenging behavior in the art room, and plan in advance what you will do if it occurs. Employ strategies such as removing dangerous objects from the reach of the student, and moving other students away to a sale area. Watch for triggers for behavioral problems such as an activity you know the student does not like, and be ready with a contingency plan. Sometimes students can react badly to quite unexpected triggers, such as loud or sudden noises, smells, colors or lighting. Learn about the triggers that relate to your student, and avoid these triggers where possible.

If applied to your particular teaching situation, these suggestions should help you make art activities work for students with special needs, helping all of your students experience success and the joy of creating art.

Anne Vize is a special-education teacher and free-lance writer from Melbourne, Victoria, Australia.

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