As a high school art teacher in PA, our LD students are required to have an
Individual Education Plan(IEP) which is rewritten every year. It entails the
students strengths and needs, and what accomadations are being made to help
the student learn. I am included in this process, and I can discuss with
the parent and/ or student what can and should be expected in class. I have
taught LD and moderately physically handicapped studnets both in my
"regular" classes and in their own class with just a few of them. I find
both approaches work. I myself find it easier to work with them one on one
in their own class, and I get to know them SO much better ( but that's my
goal not theirs).
I have always approached teaching them in what you have described as
"normalizing". It gives them the most respect, and teaches all my students
to respect everyone.
3-D Art Teacher
Deer Lakes High School
Russellton, PA 15076
From: cen_aca_dp <email@example.com>
Reply-To: "ArtsEdNet Talk" <firstname.lastname@example.org>
To: "ArtsEdNet Talk" <email@example.com>
Subject: RE: LD Kids & Art
Date: Thu, 11 Mar 2004 10:26:37 -0500
"I just do not observe a connection between learning ability and art
At all. Good or bad. When our special Ed staff put kids in my class BECAUSE
they are LD and therefore are probably going to be successful in art, that
not based on anything real that I have ever observed as a teacher or a
student. There are non-artists and good artists equally distributed among
group I have ever witnessed. LD doesn't make a kid more likely to be a good
artist than does "Gifted" status. Whether or not they can use their hands
doesn't stop the good ones, either. Poor behavior appears in all levels of
academic ability, so that isn't that big a factor for me either. I always
the kids that drawing isn't about hand skills, it's about seeing."
I agree with this statement. I have been reading this thread of discussion,
wondering if I should risk putting my 2 cents worth in. Well, I'm having a
good morning, so I'll take me chances. :)
While attending Ohio State University, I was asked to read an article
by Douglas Blandy (http://aad.uoregon.edu/faculty/blandy/) concerning
needs children and art entiteled, "Ecological and Normalizing Approaches to
Disabled Students and Art Education" (Art Education, May 1989). Granted,
article was written several years ago, but it has shaped the way I have
approached those students in my classroom. In the article, Blandy describes
three methods used when teaching disabled students in the art room:
1. Medical Prescriptive Model- teachers focus on what the student is able to
do rather than setting new goals for the student. Students are separated
peers and given separate goals and expectations. Art is taught to students
improve fine motor skills rather than for the sole purpose of creating.
2. Ecological Approach- emphasizes the students' abilities and his/her
relationship with their environment and people in their lives.
relationship is a partnership where roles are non-rigid and educational
and objectives are negotiable. Instead of using art as therapy, students are
encouraged to reflect upon themselves and create their art accordingly.
3. Normalization- disabled students are treated as "normally" as possible in
the hopes of generating "normal" behavior. All vocabulary referring to to
"disabled" or "retarded" persons must cease on the part of the educator in
order not to separate the child. Special needs children are placed in the
group, not to heal them, but to involve them in the process of learning.
(Note: I took the above descriptions from a paper I had written during
college, so they are my own words and not his.)
My position in this issue lies with the ecological and normalization
approaches. I do not believe in the medical model for several reasons; the
student is perceived as sick and in need of a cure, students are labeled or
stereotyped, differentiating expectations of these students may cause them
underachieve- they may not set new goals for themselves and only do the
minimum of work expected.
This is the way I conduct my classroom. ALL students have the same
expectations and will achieve their own measure of success.