Art and design and autism spectrum disorder at P level 4

These sections refer to high-functioning autism and Asperger’s syndrome. Also read the sections on communication difficulties, which may apply. As sensory processing issues are often linked with Asperger’s Syndrome, these are included in this section.

Read about the main challenges for children with autism and Asperger’s syndrome across subject areas.  At P level 4 in art and design, these general issues are the main ones to consider.

You can:

• Make sure the pupil understands the purpose of the activity (for example scrunching up paper is to make a collage as a whole-class activity).
• Make sure the pupil has adequate work space, appropriate to the activity.
• Always use tools with a purpose – make sure the pupil understands why and how they are using them.
• Have key phrases to describe techniques so they can be referred to in different contexts, for example ‘making dots with a paintbrush’, ‘rolling out the plasticine so it looks like a sausage’.
• Some children with autistic spectrum disorder and sensory processing disorder don’t like textures such as clay or dough, so introduce them gradually. Try using tools with clay at first. Once they are happy working with dry textures (playdough and plasticine), incorporate wetter textures such as shaving foam, paint and glue.
• Play games in other sessions that develop hand control, such as building with interlocking blocks and using xylophones or drums, with beaters.
• Try working in florescent paint and paper. Display the work in a darkroom using ultraviolet light (from a safe, commercial source). A darkroom helps focus attention. Read more about this in the section on visual impairment.
• Encourage turn-taking, when the child needs to wait for equipment or help – plan ahead, use distractions and social stories
  

Now you might like to look at:

Art and design for autism spectum disorder at P level 5.