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A Professional Development for District Art Teachers

Presented by Emily Brewer


Graduate Student - Art Education

University of Missouri

8:45 9:00

Arrival / Donuts

9:00 - 9:15

Introduction / Resource Website

9:15 - 9:35

Autism Spectrum Disorder (ASD)

9:35 - 10:00

Student Support Systems / Create a Fidget

10:00 - 10:10

Visual Impairments

10:10 - 10:20

Hearing Impairments

10:20 - 10:35

Learning Sign Language

10:35 - 11:00

Physical Disabilities / Adaptation Activity

11:00 - 12:00


12:00 - 12:25

Emotional/Behavioral Disorders (EBD) / Kahoot

12:25 - 12:35

Intellectual Disabilities

12:35 - 12:45

Learning Disabilities

12:45 - 12:55

Students with 504 Plans

12:55 - 1:35

Teacher Panel Q/A

1:35 - 1:45


1:45 2:15

Seizure First Aid/ Kahoot

2:15 2:25

Paraprofessionals & Parents

2:25 - 2:35

Adaptive Art Lessons, Journal Prompts, & Risk Pod Ideas

2:35 3:15

Survey / Peer Success Stories / Closing

MEd Art Education
BFA Emphasis in painting

Minor in Psychology
Background in special education 6 years as a TA
2 years ECSE
4 years Elementary Autism Program
Resource Website Located at the bottom of packet pages

Autism Spectrum Disorder (ASD)

This is a spectrum disorder - very high to very low
High Functioning:
Quirky or socially awkward
May say no to requests, but not necessarily
to be defiant
Have obsessive interests
Feel like they need something to help them
complete their task (ex. laptop)
Low Functioning:

Self-contained classrooms:
Students that cannot function in a typical

Student Support Systems

Visual Supports:
Having such systems in your classroom could
benefit many typical functioning students as well.
Visual Schedules:
Have a written agenda on the board. Visual
schedules can help you as a teacher stay on time
with projects, transitions, and clean up as well as
help students know what to expect during class.
As artists, we can relate to being a visual learner.

Student Support Systems cont.

Token Economy:
Talk to the special education teacher before
creating a token economy. Your student(s) may
already have one, or that system may not work or
isnt appropriate for the student(s).

Having a talk with the whole class about fidgets,
how to use them, and what they are for may help
everyone understand the fairness problem.

Make a Fidget
Balloon Rice Squeeze Fidget

Visual Impairments

Visual impairments in the art room:

Hearing Impairments

Written daily agendas, steps, and project

expectations along with demonstrations can
help students with hearing impairments
understand the objectives without verbal

Learning Sign Language

Common phrases/words in the art room:
Time to clean up = Time, clean up
Beautiful art/drawing
Have a seat = Sit
Write your name = Write, name
Line up

Do you need help? = You, help

Each of you choose 1 word you would like to learn

Physical Disabilities
Adaptive Tools:
Adapting art tools to help students doesnt always
have to be hard or expensive. You could use
materials like rubber bands, velcro, magnets,
styrofoam, and gloves.

Group 1: You are doing a project that requires a lot of gluing
and you have a student who will have a meltdown if glue
touches them. How can you adapt the glue?
Group 2: You have a student who has a hard time holding or
grasping a pencil. How can you adapt the pencil?

Group 3: You have a student who is wheelchair bound and

cannot reach all the materials they need. How can you adapt
the work area to help this student be more independent?
Group 4: You are working with clay and have a student who
has very poor fine motor skills. How can you adapt the clay?

Lunch Break

Emotional/Behavioral Disorders (EBD)

What is the function of the behavior?

Why are they doing it?
What do they want from this?

The Phases of Acting-out Behavior:

Behavior Scenario Role Play

Intellectual Disabilities
Art Writing Prompts - Levels of Questioning:
Idea: Movement in Art
5 In what ways does Kandinsky use the idea of movement in his art?
4 How do you use movement when making your work?
3 What could these marks mean? (Have visual examples)
2 Have students show you happy and mad marks.
1 Demo happy, sad, and mad marks and say happy, sad or mad
with the appropriate facial expression while making the marks. Then
have them try.

PD Formative Assessment:

Learning Disabilities
Learning disabilities, also known as hidden
disabilities, are conditions giving rise to difficulties
in acquiring knowledge and skills to the level
expected of those of the same age, not associated
with an intellectual or physical disability.

Processing Disorder:

8:36- 13:52

Students with 504 Plans

504 Plan Accommodations for people with no
educational needs, but have a disability or
impairment that substantially limits major life
activities. These students are not in special

What different types of seizures look like:

Teacher Panel
Quick Introductions


10 minutes

Seizure First Aid

I need 2 volunteers

Seizure First Aid

Summative Assessment:

Paraprofessionals & Parents

Adaptive Art Lessons

Questions / Comments ??

Visual Impairment
Hearing Impairment
Physical Disabilities
Emotional/Behavior Disorders
Intellectual Disabilities
Learning Disabilities
504 Plan