curriculum

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Ashworth College *

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Arts Humanities

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Jan 9, 2024

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Curriculum in Art that Accommodates Diverse Learners Theresa Perez Creative Expression and Play EO6V Ashworth College January 03. 2024 Every person should have access to and the opportunity to study art. Subjects that somebody can learn in an art curriculum include arithmetic, phonics, and food preparation; this curriculum is adaptable, so it can be used to teach pupils with various impairments, such as those affecting their sight, hearing, emotional stability, intelligence, and mobility. Atasavun et al. (2016) assert that children must receive an all-encompassing, contextualized, and learner- centered education. Issues and themes important to the students' identities and experiences should be highlighted. Importance of having an art curriculum that accommodates diverse learners. The first is making learning activities accessible to students of all backgrounds and learning styles. A child who is having trouble emotionally and intellectually may not be able to keep up with the rest of their classmates in terms of language and comprehension or even basic motor abilities. The curriculum should challenge students to learn and grow in the proper areas. Learners should be encouraged to consult individuals in their community who can study the issue they are researching. Other non-traditional study materials should be used in conjunction with traditional textbooks. Voltz et al. (2010) added that for disabled learners with special needs or who come from a diverse cultural background, it is crucial to design active learning that considers all their needs. Teachers manage understanding their students' backgrounds and incorporate that knowledge into their lesson plans. This helps kids learn to value themselves as individuals. It allows students from diverse cultural backgrounds to feel more included in the school

community. The three raised their awareness of the value of diversity in the classroom. Educators and students alike will benefit much from a heightened emphasis on diversity across the school (Atasavun et al., 2016). Recognizing and appreciating diversity is essential to treating students fairly and equally. One justification for seeking out and respecting diverse cultures among learners is the belief that learning encompasses transferring information from past knowledge and experience, making the learning process more accessible for all students. To ease the transition, it is essential to consider their backgrounds, especially those with specific needs. According to Biastro et al. (2015), every student arrives at school equipped with knowledge and experiences unique to their culture. Skills in this category include spelling and writing one's name, basic arithmetic, computer use, the alphabet, and even a working knowledge of a second language. It also entails a particular way of behaving in social situations and certain customs at home and in the community. Therefore, you will help students apply their knowledge to their prior knowledge. A student may become frustrated, confused, or uninterested in a topic if he cannot apply what he has learned in real-world situations or when communicating with others about a known concept. Knowing it would clash with his already fragile sense of reality. Diamond and Lee (2011) argue that teachers should look for preexisting knowledge and skills in students to help students build a foundation for their understanding. The classroom climate improves when teachers value each student's cultural background. Teachers must always look for new ways to make their lessons interesting and engaging for their students, as each class will react differently to the material. Activities for children with impairments. Emotional and Intellectual Challenges Activities that boost children's learning are essential for children with emotional and intellectual difficulties. Make a special effort to communicate feelings by creating a letter or drawing for a loved one. When we think about our positive connections with others, we have a lot to be grateful for. Children can still show appreciation for their loved ones at home by sending them letters or drawings. This activity can help them develop connection skills and social awareness even when working independently. They could also create a timetable or a list of things to do. Learners are disciplined when they follow a set routine. It supplies children with stability and safety (Diamond & Lee, 2011). Kids can practice making good choices and developing positive character traits by taking part. By planning, children can consider the consequences of their actions and learn to regulate their emotions for the day ahead. Visual Impairments Children who are blind or have low vision can receive help from engaging in tactile exploration, and the development of their small motor skills can be supported through arts and crafts. Finger painting can be made more interesting by applying roughness, such as sand, although the result is less important than the fun of experimentation with different tactile materials. The teacher should take time with the learner while looking at these things. Diamond

& Lee (2011) suggest that children jot down a few sentences describing their favorite activities. Learners can be dictated to an adult who will record it, speak into an audio recording, and play it back, or use interactive media, a braille writer, slates and capacitive stylus, or paper and pencil to create a text or Braille version of what they have said. There appear to be only a few best strategies, so kids can employ whichever tactics they find compelling. Hearing Impairments Individuals with hearing challenges can engage in artistic activities, such as cutting, gluing, painting, and drawing while using a language activity. Allows learners to look at the drawings of their peers and ask them to say what they will do with the arts. Learners will have a beautiful art project as they practice vocabulary and language. Orthopedic Impairments Orthopedically impaired children are typically bright and should not be placed in special education programs. All they need from the instructor is some comprehension and slight modifications. They can contribute much more to the classroom than expected. Biastro et al. (2015) found that, like their classmates, they can read and sketch. Those who feel comfortable doing so should also pursue sports and the arts interests. Help should be given to children who are deaf in the shortest amount of time possible. Although it may seem daunting to support a student with a hearing disability in the classroom, a wealth of resources and advice is available to teachers who need them (Atasavun et al., 2016). Both literacy and artistic skills, including the ability to sketch or paint, should be emphasized. Conclusion Diverse students may find school more engaging if more artistic pursuits are included in the curriculum. Courses that approach the subject matter through various artistic mediums (such as acting, painting, sketching, music, sculpture, and puzzles) can attract and keep students from various backgrounds and learning styles (Biastro et al., 2015). Children from all occupations, including those with impairments, should be afforded the same opportunities for schooling as their healthy and non-disabled peers. All organizations should support initiatives that make it easier for students from more privileged backgrounds to enroll in six of their schools, irrespective of their condition. The government and the business community should set an example by supplying the resources these children need to succeed in school. Students who have disabilities should be afforded the same opportunities as students without disabilities. If you treat them differently, it could damage their confidence. Therefore, organizations working with these children ensure they are adequately cared for by trained experts and that proper precautions are taken.

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Reference 5 Traits of a Great Teacher - Ramsey. https://www.ramseysolutions.com/financial-literacy/traits-of-great-teachers- k12 2.5 Children with Sensory Impairments: Visual Impairments — MCI – Module 2: Special Needs and Conditions. https://blogs.ubc.ca/middlechildhoodintervention2/category/2-5-children- with-sensory-impairments-visual-impairments/ Child Art Therapy. (2012). Art Therapy for Children | Helping Children with Art Therapy. Retrieved August 18, 2017, from http://www.arttherapyblog.com/child-arttherapy/how-art- therapy-for-children-works/#. WZbj6SiGPIV Isenberg, J.P. & Jalongo, M.R (2014). Creative Thinking and Arts-Based Learning (6th ed.). Saddle River, New Jersey: Pearson Education. Ohl, C. (2012). Standard 3 Definition of Diverse Learners. Retrieved August 18, 2017, from http://chadohl.weebly.com/standard-3- definition-of-diverse-learners.htm.

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