Autism and Art

Autism and Art

Students with autism often have a difficult time with verbal and social communication and art can serve as a vehicle for communication while supporting strengths and encouraging self-esteem. As an art teacher, you likely have many students in your classroom, and working with students with Autism Spectrum Disorder (ASD) can bring a unique set of challenges. With few art teachers having specialized training in working with students on the spectrum, we are often left to our own intuition. All students deserve individualized education, and for our students with special needs, compliance with their needs is also the law!  

During this course, you will gain a foundational understanding concerning students on the autism spectrum and special education law. You will learn strategies for developing authentic art experiences for students will also addressing sensory needs in the art room. This course provides opportunities to create instructional tools which support routines and transitions, and facilitates valuable practice when it comes to decoding students’ behavior. As a result of this course, you will walk away with a variety of strategies and ideas to improve your practice and share amongst colleagues.

Participants will need to purchase a copy of the book “Ten Things Every Child with Autism Wishes You Knew” by Ellen Notbohm (2012).

 ISBN-13: 978-1935274650

2
Graduate Credits
90
Contact Hours Total
Graduate Credits / PD Hours 2 Graduate Credits / 90 PD Hours
Price Non-Graduate Credit $398.00 / Graduate Credit $698.00
Upcoming Course Run Dates
Nov 1 Nov 30
 
Jan 1 Feb 28
Feb 1 Mar 31
Apr 1 May 31
May 1 Jun 30
Only 8 days remaining to enroll in this course.
All courses will be 2 months long starting January 1, 2019
Course Code
EDUC500 AOE003
Graduate Credit Partner

Takeaways

  • Understand autism spectrum disorder and identify best practices to reach and teach the students in your art room.
  • Cultivate an understanding of special education law and how it can empower your teaching and support your practice.
  • Create resources and instructional materials for immediate use in your art room.
  • Implement systems and routines to make your art room a welcoming place for students with autism.
  • Learn about the function of behavior to inform the strategies and plans to best handle challenging behaviors.
  • Identify professionals in your building and engage in proactive and positive conversations to support your students in reaching their academic and creative goals.
  • Build and reference a library of resources which address the needs of diverse learners.

Course Breakdown

Week 1
Establishing a Foundation for Learning
  1. Build knowledge of Autism Spectrum Disorder and how it presents differently in students.
  2. Use foundational knowledge to set goals for the course and professional learning.
  3. Learn about the Individuals with Disabilities Education Act and how it can empower you and your practice.
  4. Understand and utilize appropriate special education vocabulary while discussing students, standards, and teaching practice.
Week 2
In the Art Room
  1. Take a closer look at strategies for teaching and a multitude of interventions for students with autism.
  2. Immerse yourself in the “it takes a village” mentality of special education. Interview a teacher, related services professional, or other individual with knowledge of autism to cultivate a relationship for professional learning.
  3. Investigate sensory dysregulation and reflect upon the various sensory experiences students might experience in your art room.
  4. Develop a sensory support for your art room.
Week 3
Classroom Management
  1. Consider how routines and transitions impact your students on the spectrum.
  2. Develop a visual tailored to your art room and instruction that will support your students on the spectrum.
  3. Learn about behavior as a form of communication and develop strategies and interventions to prevent challenging behavior.
  4. Understand the four functions of behavior. Analyze behavior through case studies.
Week 4
Becoming a Reflective Educator
  1. Reflect on your experience and set goals to continue learning and developing professional after the end of the course.
  2. Reflect on major shifts in teaching philosophy throughout the course and present learning to peers.
  3. Leave class with a comprehensive toolkit of lessons, visuals, and planning documents.

Transitions and Routines


A sample assignment from Week 1 of the class "Autism and Art"

1. Research


Do some research regarding routines and transitions and how this might impact students in the art room. Share four strategies with the group and how you envision such strategies supporting your students.

2. Discussion


How can you accommodate non-verbal or non-auditory learners in the art room? What specific behavior strategies will you implement to improve your instruction for students on the spectrum?

3. Practical, Hands-On Application


After discussing how people with autism benefit from visuals and routines, identify a particular technique, process, or transition that may be challenging. Create a visual that will support your students with autism. Choose from creating a social story, video modeling, a visual task menu, or a first/then board.
Donna W.
"This class provided me with the most insightful information about my students with autism spectrum disorder. No PD has even come close to what this class provided and I've sat through a lot of PD classes in 28 years!"
Kathryn H.
"This is a fabulous way to earn credit toward renewing my license while learning something actually worthwhile and useful."
""

What do past course participants think?

Hundreds of art teachers have taken the course “Autism and Art”. Here’s what they actually think — without cherry-picking.
(12 month rolling average from all post-course survey respondents – Updated 6/1/18)

98%

"THE COURSE CONTENT WAS RELEVANT AND UP-TO-DATE"

98%

"MY INSTRUCTOR PROVIDED VALUE-ADDED CONTRIBUTIONS TO ENHANCE DISCUSSIONS AND ENGAGE STUDENTS."

98%

"I ACHIEVED THE GOALS I SET AT THE BEGINNING OF THIS COURSE."

Let’s Get Started

If you know what you need, then go ahead and register.


Don’t worry if you still have questions. Our admissions counselors keep up with the requirements for teachers in your state and can help you choose a course that’s right for you and your career.

All you have to do is reach out.


Call Us 515.650.3198 8 am - 5 pm CST (M-F)
Text Us 515.650.3198 We'll respond within 24 hours (M-F)
Email help@theartofed.com We'll respond within 24 hours (M-F)