Art and design at KS3 and autism spectrum disorder

The increased challenges compared to KS2 are investigating, analysing, designing, reflecting and evaluating effectively, as well as taking risks and learning from mistakes. The child with Asperger’s syndrome may struggle with risk, as they will probably prefer to feel in control.

The range of cultures and historical times to which artworks relate creates other challenges, as does exploring visual, tactile and sensory qualities.

You can:

• Encourage the notion that no art is wasted, some just seems to work better than others. The important thing is to identify why one piece of artwork is more appealing than another. Help the pupil to distinguish between facts and description, through examples.
• The process of investigating, analysing, designing, reflecting and evaluating may be difficult because it is subjective and involves critical thinking. Approach analysis from a logical starting point, such as "I like this because…" then develop emotionally-based responses, such as how it feels to look at a specific artwork or their own.
• Setting art in its historical context is easiest with a timeline and visual support (DVDs, pictures).
• Use tactile materials to develop the vocabulary for responding to work – even if it is only because they do not like the feel of something.
• Use a laminated sheet of relevant vocabulary, placed in the centre of the table, as a prompt for analysing art. Sort by section with vocabulary for colours (introduce new ones) texture, mood and feeling. Emotive words will need explaining and putting in context.