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Lesson Plans


inclusion

[ Thread ][ Subject ][ Author ][ Date ]
Merrilee Gladkosky (gladrag)
Sun, 13 Sep 1998 16:36:13 -0700


While I'm unlurking, a thought about mainstreaming and inclusion: I have
insisted on having an art goal as well as a behavioral goal for kids
with developmental issues. Sometimes the goal is one that borders on
occupational therapy with use of tools, or finding modifications for
materials. A child who cannot grasp and release readily and is
wheelchair bound, for example, painted against an easle (or the black
board with paper taped on). It took me quite a while to make it known
that I have this "thing" about teaching art and that I consider it a
subject and a discipline. Hey, look what they are paying for paintings
by recognized artists on the open market, right? If I feel that a
child's behavior is such that it may unfairly interfere with other
student's safety or learning, I request help of some kind, and now,
usually get an aide for at least a bit of time. However, safety issues
come first and you need to know all of your children where this is
concerned. When I plan lessons I try to think of modifications that
will adapt them for above average as well as kids that may have certain
difficulty. This adaptation carries further to the specific needs and
abilities of the special needs kids, whenever possible. It doesn't take
a real lot of work. Just make sure you can teach your whole class and
get the support that you need to pull this off.
Merrilee