" In addition, I would incorporate rebus charts that illustrate the steps needed for the art project, for the students to refer to.

There will be no restrictions on how the materials or the tools could be used. If a child prefers to place their paper on the floor, instead of an easel, while painting, this would be allowed.

If a child would prefer to hold the paintbrush in their mouths as opposed to with their fingers, this would be allowed as well. Part of the instruction period would include demonstration of some alternative uses of materials and tools and encouragement of the children to try different things. And, lastly, the tools that are used will be adaptive for the children. Glue sticks will be used when possible, as opposed to the frustration of using a bottle of glue. Chunky crayons, fat bingo markers, large markers, and double-handed ambidextrous scissors will be utilized to make the art experience that much easier for the children.

Special Concerns for Children with Attention Deficit:

There are three strategies that will also be implemented to help meet the special concerns for students with Attention Deficit. When possible, making the children wait for a turn will be avoided when necessary. To facilitate this strategy, each child will be provided with his or her own materials.

The materials selected for each project will be materials that can be actively used to release energy. And, the children will be limited to only a few choices, to help assist in the decision-making process.

Language skills are enhanced when children ask for supplies, when they describe their art projects, and when they respond to questions. All of these facets help in the development of conversational skills (Dunlap 265). For this reason, I would encourage the children to talk about their artwork, and would dictate these words to accompany their creations. Projects such as the creating of puppets could also be used to further enhance the development of language skills, as they practice speaking through their creations. Even art projects such as blow painting with a straw can help language development, as it helps develop muscles in the mouth.
Conclusion:

In the end, utilizing art to enhance the learning development of special needs students, is an effective enrichment tool.

Art therapy enhances development through experience with materials that strengthen cognitive and speech and language skills by encouraging children to talk about their projects, motor skills by encouraging movement, and develops social-emotional skills through opportunities to interact with others" (Dunlap 274). By specifically introducing visual, auditory and physical components into the art project, this development can be enhanced to facilitate learning.

References

Dunlap, Linda. An Introduction to Early Childhood Special Education. MA: Allyn & Bacon, 1997.