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Teaching Art to Students
with Visual Impairments
Current Thoughts
You are told you will have a student with
a visual impairment in your art class.
What is your initial reaction? What are
some potential benefits? What challenges
do you anticipate?
DefinitionsVisual Acuity – number that indicates sharpness/clarity of vision
Visual Field – area you see when looking straight ahead
Low Vision – visual impairment that cannot be corrected by surgery or lenses
Legally Blind – 20/200 or less in the better eye with best correction
- Visual Field of 20 degrees or less in the better eye
Light Perception – can see light and darkness, can differentiate between day and night
Total Blindness – no light perceptionfrom www.visionaware.org
Eye Anatomy
Glaucoma
Cataracts
Diabetic Retinopathy
Retinitis Pigmentosa
Macular Degeneration
Congenitally or Adventitious
Congenitally blind – since birth
Adventitiously blind – vision lost in course of one’s life
(early, mid, or late)
School Team Members
Teacher of the Visually Impaired (TVI) Direct instruction to student
Collaborates with team
Materials adaptation
Orientation & Mobility (O&M) Specialist Teaches skills that are needed to move safely and confidently
throughout one’s environment
Paraprofessional May not have formal training, but is with the student
throughout the school day
Why arts education?
Creative expression Builds self-esteem Part of the human experience Deepens understanding of the world Learn about other cultures Builds fine motor skills Following directions Focus/attention Collaboration Perseverance
Activity #1Learning Through Touch
Pick one paper bag and open it. Do NOT look inside. Use your hands to “see” what it is.
Draw a picture of your object. You may use your hands to exam the object
as often as you want, but you may NOT look at it.
You may work alone or with a partner.
Instructional Strategies Preteach how to use materials safely
Preteach how to organize a work space
Allow tactile exploration of materials as appropriate before/during/after the lesson
Allow student to stand close to a demonstration
Involve student in the process from start to finish
Explicit instruction – students with visual impairments do not learn incidentally
Physical Guidance – hand-over-hand, hand-under-hand
Describe/explore part-to-whole
Promote independence, fade assistance when able
What is the objective of the lesson? How can student meet this objective?
Multisensory Materials
Auditory• Add bells to paintbrushes• Verbal descriptions of process and final
projectTactile• Add sand to paint• Sprinkle sand or glitter on wet paint• Use texture papers• Color on bump boardOlfactory• Scented markers• Add scent to paint• Draw attention to natural scents of
materials
*Use trays to define space
Environment
• Sit student in groups with peers
• Ends are easier to find
• Keep clear pathways
• Keep furniture and supplies neat and organized in a consistent fashion
• Label materials, spots on shelves
• Alert student to any changes
• Push in chairs! Close cabinet doors!
Activity #2Back-to-Back Drawing
Partner A is the teacher and Partner B is the drawer. Partners sit back-to-back with Partner A holding the card.
Rules
1. Partner B cannot look at the card.
2. Partner A must describe the picture using words only. No gestures.
3. Partner A cannot draw or use physical guidance.
4. Partner B cannot ask questions or ask for clarification.
Communication
Call the student by name during group instruction
Verbalize visual elements of a lesson (illustrations, posters, movies, demonstrations, modeling, writing on board)
Use descriptive words and be specific. Avoid saying general phrases such as, "over there," or "like this”
Speak naturally. Do not avoid the words “look,” “see” or “watch”
Speak directly to the student. Do not speak through the Teaching Assistant.
Describe the environment: Name the students sitting at his table, describe what the other students are doing
Pair student with partners who are able to provide verbal descriptions
May need to prompt friends as well
A Basic Color Wheel
Primary Colors: red, yellow, blue Secondary Colors: orange, green, purple
Red and yellow make orange Yellow and blue make green Blue and red make purple
A Cautionary Tale…
Read the article, “This Was No Art Lesson” by Merry-Noel Chamberlain
What were some good aspects of the lesson? What could the instructor have done better?
Resources
APH InSights art competition Art Beyond the Eyes: A Handbook For Visual Art
Teachers Working with Students with Visual Impairments by Daryl Lussen Wilkinson (2014)
www.artbeyondsight.org Art Beyond Sight YouTube channel
http://mag.rochester.edu/education/ Information on touch tours and audio descriptions
Perkins School for the Blind http://www.perkins.org/stories/magazine/touch-explore-create
Resources
www.teachingvisuallyimpaired.com/art.html Texas School for the Blind and Visually Impaired
http://www.tsbvi.edu/instructional-resources
http://www.tsbvi.edu/instructional-resources/56-art-ideas
TommyEdisonXP YouTube Channel www.wikkistix.com/sightimpaired
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