Elementary Visual School Arts

Example 9: Montgomery County, Maryland Schools Guide

Appendix H

Art Instruction for Children with Specific Learning Disabilities

The visual art program in MCPS has been Figure/Ground
designed to meet the needs of all children. By Newspaper or other heavily patterned
focusing on her/her individual needs, we help paper can be used to draw on. Afterwards
the student with handicapping conditions to the children try to identify the shapes.
successfully participate in art instruction. It
may be necessary to adapt some lessons or Position in Space
activities to accommodate particular disabilities. Make prints using designs that have
In the area of impaired visual perception, strong direction. Create lesson objectives
the visual art program can be used to develop that will test students’ directional ability.
a variety of skills. For example, require students to print their

• Visual discrimination is the ability to styrofoam block or gadget prints twice up,
  see likenesses and differences in shapes, twice down, etc.
  colors, size, etc.


• Figure/ground perception is the ability Visual Closure
  to distinguish the difference between fore- Hidden pictures. Students work
  ground and background. together to produce a mural. Later they


• Position in space is the ability to see take turns locating pictures in the mural.
  directionality and orientation in space.


• Visual closure is the ability to recognize Visual Memory
  a picture when presented with an incomplete Show the student a card with an
  or unorganized presentation. arrangement of cut paper lines or shapes.


• Visual memory is the ability to recall The student tries to copy it from memory.
  an object or picture that has been removed If he/she succeeds, he/she can glue it onto
  from sight. a tagboard card.

The following activities are suggested to The following publications should be
help remedy visual/perceptual problems. consulted if more information is required.

Visual Discrimination Art in Special Education: Educating

• Size Discrimination. Ask students to cut the Handicapped Through Art, Millburn,
  large, medium, and small versions of one simple NJ: Art Educators of New Jersey, 1976.
  shape. Have students move the shapes around Gives detailed descriptions of many types
  on a paper background, exploring the variety of of handicapping conditions and guidelines
  patterns that can be created by moving the shapes for working with them.
  to different positions on the paper. A final choice Mann, Philip H. and Suitar, Patricia.
  can be made and shapes may be pasted onto the A Handbook in Diagnostic Teaching.
  background paper. Newton, MA: Allyn and Bacon, 1974.


• Sorting. Students sort found objects Can shed some light on auditory and
  according to categories, e.g., color, shape, visual dysfunction.
  things we wear. Sorted objects may be mounted Target on Language. Bethesda, MD:
  to make a collage. Christ Church Child Center, 1973.