Inclusion is one of my favorite topics. The big thing is, concentrate
on what he CAN do, not on what he can't. I too had students with very
limited mobility, but I had them go through the same lessons as everyone
else, making modifications as needed. Usually, they were in my 3D
class, so they were able to use large muscles working with clay, and
develop small muscle control weaving or embroidering.
If you are doing mainly 2D work, he can work with a thick pencil or
marker. If grasping is a problem, try boring a hole through a piece of
sponge foam and slide the pencil or marker through it. Or, Velcro the
pencil to his hand or even arm so he can make marks using large
muscles. Tape paper to a drawing board, then set that up on a sturdy
easel, or lay flat on some rubber shelf liner to keep it from sliding.
Painting is great for using large arm movements. Think of all the Es
and Ps he can illustrate with paint! Once you start adapting tools and
modifying lessons just a little, you'll all be surprised at what he's
able to accomplish.
> I accepted a new position this fall in a high school that believes in
> full inclusion. The course I am teaching is a a basic art class
> focusing on the elements and principles of art. It is a prerequisite
> to all higher level art classes. While I am well versed in dealing
> with a wide variety of learning challenges, I am stumped with this
> one. I have had a young man with severe physical limitations assigned
> to my class. I feel he might be successful if I modify the lessons
> using a computer but am stumped as to what to look for in programs he
> might be able to use. Most of his work would be done using a joystick
> for cursor control. Does anyone have suggestions? Please feel free to
> email me directly- your suggestions will be greatly appreciated!
> Cyndi in Wheaton
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