Art : a common language : inclusive strategies and activities for students with autism spectrum disorder in the secondary art lesson

Abstract

The number of children diagnosed with Autism Spectrum Disorder is growing. The severity of ASD varies hence its definition of ‘spectrum’ disorder. Individuals with ASD may project difficulty to relate, socialise, and communicate verbally, lack joint attention skills, have issues with motor skills and sensory sensitivity, and lack creativity and imagination. Through a study of relevant literature, this dissertation explores the relationship between artmaking and individuals with autism, as well as examines ways in which students on the autism spectrum benefit from participating in art education. Although it is acknowledged that art encompasses drama, music, literature and the visual arts, the term ‘art’ in this dissertation is confined to a consideration of the latter, namely visual arts. This dissertation also suggests a number of ways which could facilitate the learning of pupils with ASD related to the secondary art syllabus and their inclusion in the art classroom. These suggestions are particularly designed to help students with ASD make progress in deficit areas and they focus on pedagogical approaches, the physical environment and resources, and specialised art activities. This research is being undertaken in the quest to find commonalities between neurotypical students and those on the spectrum. It is the aim of this dissertation to present art education to establish this common ground.