Special+Education+Resources



|| = I'm An Artist = (Go to [|www.imanartistmovie.com] for more info) media type="youtube" key="_o3i6y5kojc" height="259" width="451" align="center" I'm an Artist, is a film that tells the story of the often hidden children of our times-students with learning disabilities. (description and video from [|youtube.com]) ||


 * || Specific General Resources || Books on the Topic || Videos || Arts Resources on the Topic || Experts in the Field (including Arts Teachers and Organizations) || Adaptations || Adaptive Materials & Assistive Technology || Other Information ||  ||
 * Autism || [|Overview on Autism]
 * Autism || [|Overview on Autism]

[|Facts to Know About ASD] || [|Learn more about autism] || [|From Autism to Artism]

[|Art Through Autism]

[|Art and Autism] || [|Autisticness and Art] || [|Artists for Autism]

[|Autism Society] || [|Ways to adapt to Autism] || [|Adaptive materials] || ====== [|Games to help those with Autism] ====== ||  ||
 * Deaf-Blindness || [|Children Who Are Deaf-Blind]

[|A-Z about deaf-blindness] || [|Books on Deaf Blind Issues] || [|Communicating with Someone Who Is Deaf-Blind]

[|Helen's Journey Through Her Senses]

[|Helen Keller] || [|Art Education and Disability] || [|National Consortium on Deaf-Blindness] || [|Supports for Deaf-Blindness] || [|Assistive Technologies]

[|Adaptive Art Activities] || [|Deaf-Blind Awareness Week]

[|Resouces and Studies Page] ||  ||
 * Emotional Disturbance || [|Students with Emotional Disturbance]

[|NICHCY: Emotional Disturbance] || [|Books on Emotional Disturbance]

[|Teaching Students with Emotional Disturbance] || [|Pictures Speak Thousands of Words] || [|Improving Education for Students with Emotional Disturbance] || [|NICHCY]

[|Emotional and Behavioral Disorders]

[|NAPCSE] || [|Accomodations for Emotional Disturbance Disability] || [|Using Technology to Help Those With Emotional Disturbance] || [|Guide Document on Emotional Disturbance] ||  ||
 * Hearing Impairment || []

[] || [|Deaf Artists in America] || [|In Search of Vision] || [] || R.I.T. || Sign Language, instructional videos without sound || [|Dynavoxtech] || [|Art Therapy with the deaf] ||   ||
 * Intellectual Disability || [|About Intellectual Disabilities] || [|Intellectual Disability on Amazon]

[|A Comprehensive Guide to Intellectual and Developmental Disabilities] || [|Peter Magner of the Outsider Artist Group]

[|Careers for Individuals with Intelectual Disabilities] || [|NSW Art Gallery] || ====Rosemary Ferguson====

Dybwad
|| Mentors, aids, personal communication devices, design lessons that do not require a great deal of detail or information that must be heard in order to be applied, create lessons that require all students to eliminate ability to hear (use of ear plugs) || Wheelchair friendly art desks

[|usa tech guide] || [|Science Direct: Info on Intelelctual Disabilities]

[|question and answer] ||  ||
 * Multiple Disabilities || ===== [|Questions & Answers About Persons with Intellectual Disabilities...] =====

[|Special Education and Inclusion]
|| [|Challenging Behavior of Persons With Mental Health Disorders and Severe Developmental Disabilities] || ====== [|About Parity for Disability]====== || ====[|Art Therapy]====

[|Art 4 Life]
|| [|Jerry Webster] || provide alternative choices for activities and projects that maintain the main theme and focus of original lessons. Emphasize individuality and uniqueness of end results. Allow aids to assist students in their projects. || [|using assistive technology with multiple disabilities] || ======[|Education, Teaching Of Individuals With]======

||  ||
 * Orthopedic Impairment || =====[|Wheelchair Use in the United States]===== || [|Some Kids Use Wheelchairs] || = =

[|"Gravity is My Enemy"]
= = || [|Wesley students participate in wheelchair art...]

[|MFPA] || [|newdisability.com] || Have all students do projects using special grips and brushes designed to be used by individuals with orthopedic disabilties || [|Wiimote Wheelchair Helps Disabled People Paint (Roughly Speaking)]


 * [|Toyota Scientists Succeed]
 * [| in Thought-Controlled Wheelchair] || [|ART Emerging]

[|kidshealth.org]l ||  ||
 * Specific Learning Disability: ADD/ADHD || [|Attention deficit hyperactivity disorder (ADHD)] || ===[|Teaching Children with ADHD]=== || = =

[|ADHD and the Brain]
= =

[|Living with ADHD]
= =

= = || [|ART AND ADHD]

[|ADHD AND CREATIVITY] || [|everyday health]

[|addhealth]
|| Make lessons shorter, make lessons and activities that lend themselves to a multitude of materials and techniques, put emphasis on small details or extremely detailed techniques || [|MABED] || [|chadd.org]/ ||  ||
 * Speech or Language Impairment || [|The Mechanics of Speech and Language]

[|Children's Speech Care Center] || [|Supporting Children with Speech & Language Impairment, along with other books] || [|Part 1: Speech Language and Young Children]

[|Part 2: Diagnosing & Treating Speech and Language Impairments] || Art and Speach & Language Impairment || [|NAPCSE]

[|Experts in the field]

[|American Speech-Language-Hearing Association] || Adaptations in Classroom || [|American] [|Speech-Language-] [|Hearing Asscociation: Assistive Technology] ||  ||   || [|of TBI]
 * Traumatic Brain Injury || [|Overview]

[|TBI] [|FACTS by] [| NCIPC] || [|Coping with mild traumatic brain injury & Other books on TBI] || [|Living with Traumatic Brain Injury] || [|Brain Injury and Art]

Visual Arts-TBI || [|Brainline.org]

[|NINDS: TBI Info Page] || [|List of Classroom Adaptations] || [|Assistive Technology for Persons with TBI]

[|Family Guide to Assistive Technology]

[|TBI Adaptive Resources]

[|More TBI Assistive Technology] || [|Northeast Center for Special Care] ||   ||
 * Visual Impairment || [|What causes Visual Impairment]

[|V.I. Guide Home Page for teachers and parents] || [|The Management of Visual Impairment in Childhood & Other books] || [|Surrey Association for Visual Impairment] || [|Art for the Blind] || [|Surrey Association for Visual] [|Impairment]

[|List of organizations & experts]

[|navh: National Association for Visually Hadicapped] || [|Adaptations for Visual] [|Impairment] || [|Assistive] [|Products]

[|Assistive Technology] || [|World Health Organization on Visual Impairment]  ||   ||  REACTION TO RESEARCH FINDINGS  =What stood out most to me on the subject of art and special education was that many researchers have presented findings that show strong benefits for individuals faced with special needs/disabilities who engage in the creative process. I was given the strong impression that in many cases art serves as a therapeutic activity for those with disabilities. In the case of more controllable/treatable disabilities like autism and ADD/ADHD, art provides a product that is the result of self-control, of hard work, and great pride. Regularly these individuals face embarrassment, anxiety, and feelings of worthlessness associated to the difficulty they have keeping up in school, focusing on long-term tasks and goals etc. On the other hand, as one source put it, “there are no mistakes in art!” In turn art allows many people with special needs/disabilities to own a piece of their life, to experience success and take pride in something that they have put so much of themselves into. = = The biggest thing I have taken away from this research is that people who may appear limited in their ability to achieve certain tasks due to long standing ignorance, stereotypes, and stigmas but the truth Is that they are able to achieve anything they put their heart into. This includes participating in artistic processes and creating unique, aesthetically appealing artwork that they have created on their own. In order for this to happen though any teacher or caregiver must be aware of a few things. First of all they should know that there is an extremely surprising number of companies that specialize in the design and distribution of tools and gadgets created to assist those with special needs and disabilities. These tools can be extremely useful in the classroom and in the teaching of these students however one should remember that each student, regardless of any aids or assistive technology is still a unique individual with unique needs that must be observed and reacted to. Without the one on one relationship between teacher and student in any setting students are less likely to achieve their full potential. = = After having done this research on special needs and disabilities I still have one question on the topic. In many schools across the country students with disabilities are placed in classrooms some might refer too as “normal.” In this event U gave a hard time understanding how teachers of any subject could possibly make sure students with special needs get the personalized and appropriate moderations made to lessons and activities. Also, if this teacher is going to take the time needed to properly transmit instructions and information to some special needs students, what does this mean for the rest of the class? I am not saying that I am against inclusion but I think that in order to make inclusion truly successful we need to create classrooms where there are multiple teachers present with specialties in a diverse range of subjects. This would allow students to receive the kind of personalized, centered education all students’ need. =
 * 50% of information and links provided by Amy Breininger***