Brette Higgins

Memo 2

To support my research, I have been reading and gathering my resources. Many selected articles and various literature sources are assisting me, especially Alice Wexler’s book, Art and Disability. ( She lists many alternative lessons that accomodate a multitude of learners that are helpful).

Overall, I am seeking to form a unit of study that enhances material culture studies lessons  that would be suited for a multitude of students with various IEP classifications. I have selected four students at my alternative high school to carry out my research. The subjects are two female and two male students, each student has a different disability-  ED, ADHD, Conduct disorder and Autism, I may investigate bipolar disorder as well.  I have pulled the actual documents ( case studies) from the special education teacher at our school and have really been looking at the evaluation, services and support processes we provide for the kids. Our biggest challenge currently at our school is lack of staffing and also the lack of roles of parent involvement sadly. 

According to the IDEA law, 13 kinds of disabilities are eligible for services, I have really been looking into the entire processes of selecting and deflecting classifications to better understand the system.  I have been reading about various lessons proven beneficial to serve special education students better and am devising my own . These four lessons will be integrative processes of trial and error but also will be interventions that hopefully will help me better understand and teach my students. I am also looking to formulate a better perspective that will promote the arts within our school and advocate for expansion of alternative, public education.

When thinking about the intersections of art education and special education, I have begun to really recognize that alternative needs means to really comprehend and respond to learning concepts. My kids are struggling everyday, when working on a one to one basis, I have been assessing their attitudes and beliefs…… hopefully this will provide me with some feedback that uncover biases/ stereotypes that our school seems to encompass. I think my kids will give back as much as you put in, not every kid has an agenda to become a “bad” kid. I am trying to reframe my view of diversity… and further my understanding of special educational needs of my students.  

I’ve been keeping a journal to track my thoughts and daily encounters with the kids ( also to record behavior). And although they have serious attendance issues, I think I can collectively gather enough information by May. My next step is to begin to devise my lesson plans- I am thinking of integrating props, mirrors and visual aids to prompt various learning styles and make the physical space more inviting. I share with two other teachers so space is can be problematic but I will do my best to enhance material culture within the classroom. Next week, I want to introduce a comic lesson to present the idea of narrative in art… and using comics as a form of communication. Author David Henley really emphasizes that asking students to create their own story accommodates many students with disabilities. The motivation is stimulated by pictures and characters and transcends all grade levels.

Ive been thinking about trying out a clay project for my ED student as he often needs to do something with his hands…  I keep a koosh in my drawer for him to squeeze when he gets anxious, he can become pretty restless. He often cannot accept intervention from myself or his peers so perhaps the medium of clay will invite him to participate and experiment in another way that requires few verbal instructions from me? The texture of clay can also provide him with a unique sensory experience?

For many students with disabilities, being in the art room requires much adaptations…. I have thought of various material approaches that will ensure an appropriate match between the students and the media being used. I now need to really focus and start writing lessons and think about alternative tools- such as brushes to paint rollers.  When thinking about time, the art lessons will need to be divided into smaller segments, I can easily recognize when my ADHD students need a break, or they will become destructive….

To inspire my future visualization drawings I have been looking at ILEXX VIA GETTY IMAGES. Current research is showing that neuroscientists are examining MRI scans of brains, measuring total brain volumes of seven regions that is thought to be linked to ADHD… to be exact, 5 brain regions are smaller in people who ADHD.

The Amygdala- involved in ;processing emotions

The Caudate Nucleus, Putamen and Nucleus Accumbens – the structures involved with the reward system and its process of dopamine. By studying brain functions I am learning that ADHD involves delayed brain development. Learning about brain functions in relation to thought processing fascinates me and I really enjoy learning about these developments, which I will continue throughout my research in the summer.
I am including in my memo some ted talks and artist resources I have found very inspiring….

Illexx Via Getty Images