Last semester, I had a high-functioning autistic child in my Art 1 class who
never created a problem in my class. He didn't want to be there at first
because he didn't like art, but soon learned to enjoy the class. Music was
his thing and he takes chorus as often as he can.
I had close contact with his mom. She was very, very supportive and we
corresponded by email...along with a written notebook that we had access to
on a daily basis to send notes.
I did modify lessons for him somewhat, but not a great deal. He had no
problem with students assessing his work along with everyone else's. He
tried in every lesson we did. His motor skills were not the best but his
reasoning skills were.
The other students would always find something that was "correct" or good in
his work. They were very supportive.
He was low in reading and could only read "print"...so if I wrote a note to
his mom, I never printed...only in cursive. The aide would come when we
were working from the art book, but other than that...I never needed her.
They were trying to work with him on some independence. He was the neatest
kid...and really amazed the other students with his antics and his
discussions sometimes. However, if he was in a singing mode or preaching
mood...watch out! He told me when I first met him, that he was frequently
called, Reverend "Jones". His mother almost fell over when he said it.
At the end of the semester, he came up and shook my hand, saying, "Ms.
Roberts, I have enjoyed your class, but I'm not going to take any more art".
We had a good laugh over this.
Not all autistic children function at this level...so I was lucky to get to
know him.
Carolyn Roberts
> I have worked with children with autism in various degrees for several
years
> now. The advice about checking the IEP is a good piece. Usually my kids
> come with aides to assist and they really know the kids well and can help
> them. Keeping it simple is good, but I've seen the art run the gamut from
> having one boy who could discuss any great art you showed him...lots of
> trouble with fine motor but brilliant....to a child who was drawn to the
> taste of metal and scissors in the mouth became an issue. Another child
now
> begs to draw in her sketchbook as a reward and another still is just shear
> joy in art. It runs the whole course of behaviours and severities of
> symptoms. So much to learn about this, I could used some PD on the topic,
I
> tell you. Hope you have as much support as I have had with aides, etc.
> Merrilee
