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Slide 2 Elizabeth Stephanie Cramer, Ed.D. Mari Beth Coleman, Ph.D. University of Tennessee Making Art Accessible for Students with Physical, Visual, Severe and Multiple Disabilities Slide 3 Importance of Art for Students with Significant Disabilities In the opening talk yesterday morning, Ron Jones discussed how the teaching of art helped him to move past the selfish ideas of his youth Dr. Jones encouraged us to make others become and realize themselves through the wonderful world of art. Do you feel you provide this realization to all of your students? Slide 4 What Makes an Individual Well Rounded? Just passed in the Senate is an amendment that states that the arts are essential to a well-rounded person and healthy future Providing opportunities where all of our students participate is paramount to assisting our students to become more well- rounded Least Restrictive Environment (LRE) requires that the abilities and needs of all students are considered in a continuum of learning settings: Classroom, co-taught classroom and special education teacher, and special education teacher Slide 5 Carrie Mae Weems I didnt know how to deal with the essence of me. When thinking how selfish your students awareness seems to be, instead speak to them as they are you. Ms. Weems challenged us in her talk yesterday to think about ways to forge art and social engagement: art and community practice and art and social dialogue Slide 6 Art Built into our classrooms are ways our students can participate in a community of diverse learners The art classroom is a conduit to experiencing life long learning in ways that are creative and encourage problem finding and solving If this is our task as art teachers, then how do we provide this for all of our learners? One way is through educating ourselves to learn how to provide and model best practices of accommodating and improving accessibility to learning and participating in the world of art Slide 7 Art Teacher Survey Many of you participated in a survey on accommodating and providing accessibility to students with physical, visual, severe and multiple disabilities 88 art teachers responded to the survey Mean years teaching 13.31 Most (56%) teach 1-10 students with physical, visual, severe, or multiple disabilities per year Slide 8 Results: Preparedness Ratings of knowledge and skills for teaching art to students without disabilities ranged from somewhat extensive to extensive Ratings of knowledge and skills for assessing and teaching art to students with physical, visual, severe or multiple disabilities fell between somewhat minimal to medium Slide 9 Types of Assessment Adaptations For students with physical, visual, severe, and multiple disabilities: 73.8% assess based on participation 67.5% assess based on effort 57.5% assess with modified rubrics