A Curriculum in Art that Accommodates Diverse Learners
One of the factors that make education diverse is the diverse nature of learners. The students differ in their social, cultural and economic background, their abilities, as well as their academic achievement levels. Therefore, it is important to establish a curriculum of art that accommodates this diversity. This enables the students to learn within their personal level of ability making art enjoyable to all. For example, art activities suitable for students with good verbal and comprehension skills may not be helpful for those who are emotionally and intellectually incapacitated. The visually impaired learners may also require different learning techniques. As Cole (2008) indicates, some students are more analytical while others are global thinkers; some learn from hands-on-experiences while others learn best through reading and lectures. If the same curriculum is applied to all, many learners are likely to be left out and feel isolated. This has a negative impact on the learning process. Aside from their abilities, different learners have different challenges that can only be handled using a range of techniques. The learners also have varying sources of motivation. Therefore, effective learning is made possible through the implementation of an art curriculum that addresses this diversity. The following section suggests activities suitable for learners with varying disabilities.
Activities for Diverse Students
Emotional and Intellectual Challenges
Intellectual disability has an impact on the learners’ cognitive and adaptive behavior. They are unable to think or reason as well as other healthy students. This disability affects the conceptual, social and practical domains (Richards, Brady & Taylor, 2014). Therefore, a suitable activity can touch on any of these areas. One of the activities that can be of great help to learners suffering from emotional and intellectual challenges involves music. Music has the power to soothe and can be quite relaxing. For young learners, the tutors can play catchy tunes that attract their attention. The learners can try to sing along and make simple everyday movements as the song plays. This includes walking, being, stretching and other movements. The tutor can also offer directions such as ‘jump up’ and ‘turn around’ to ensure that the students concentrate and participate.
Visual Impairments
Visually impaired learners seek education to enhance their social, physical and mental potentials. Therefore, it is important to introduce them to activities that boost their competence and build independence and self-reliance. Effective activities should not only consider these students’ visual challenges but also their difficulties in social and emotional developments together with perception/concept formation. Hula-Hoop is a good activity for learners with visual impairments. It is aimed at increasing motor coordinating and boosting endurance among the students (AFB, 2018). The students are required to use a Hula-Hoop, time each other, chart the result and compare the results as they take turns. The teacher can evaluate the progress in physical endurance and motor coordination by recording the period that the visually impaired students maintain the Hula-Hoop in every session.
Hearing Impairments
Activities for learners with hearing impairments vary according to their school grade and the extent of the impairment. The chosen activity can touch on different aspects of the learning process including written expression, arithmetic skills, verbal and reading skills and cognitive development. Acting out stories is one suitable activity for visually impaired students below Grade 2 (Katz & Schery, 2006). The teacher can share a story with the students and have volunteers play the different characters. They can either behave the characters do or say what the characters say. Once the learners familiarize themselves with the story, they can share their own stories with the class. This is an effective activity for promoting reading comprehension among the students with hearing impairments.
Orthopedic Impairments
Orthopedic impairments emerge from congenital anomalies arising from diseases such as poliomyelitis. Other causal factors include cerebral palsy, amputations and burns. When handling such students, schools should be focused on providing suitable seating arrangement for comfortable posture and movement, assistive devices for communication and other purposes, and learning activities for the improvement of gross/fine motor skills. Orthopedic impairments are diverse and are linked to neurocognitive impairments, motor limitations, restricted communication and other functional limitations (LaRose, Thoron & Colclasure, 2016). One activity that can help those who experience movement difficult is the use of computers and other gadgets to engage in games that the learners cannot engage in actively. For example, they can play football using their computers or use table top play stations. This way, they can develop a sense of belonging especially when they constantly interact with their healthy counterparts. They can compete among each other just as the other students do in the field. Different websites provide a variety of games that are suitable for learners with varying orthopedic impairments. These websites can come in handy in the school environment.
Conclusion
Evidently, early childhood education has to accommodate the diverse nature of learners. The activities that learners with different disabilities can engage in are inexhaustible. The suggestions provided above give teachers an idea of the type of activities they can choose for the learners. However, further considerations should be made on the age, school grade and level of impairment when selecting an activity.
References
AFB. (2018). Learning activity for students with visual impairments: Hula-Hoop fun. Retrieved from http://www.afb.org/info/programs-and-services/professional-development/education/learning-activity-for-students-with-visual-impairments-hula-hoop-fun/1235
Cole, R. W. (2008). Educating everybody's children: diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Katz, L. " Schery, T. (2006). Including children with hearing loss in early childhood programs. Retrieved from https://www.infanthearing.org/earlychildhood/docs/NAEYC_article_Katz_Schery_2006.pdf
LaRose, S., Thoron, A. " Colclasure, B. (2016). Teaching students with disabilities: orthopedic impairment. UF- IFAS Extension, AEC600: 1-4.
Richards, S., Brady, M. " Taylor, R. (2014). Cognitive and intellectual disabilities. London: Routledge.
