Inclusive Methods in Art Classroom for Students with Autism in China

Authors

  • Shiyun Liu Boston University

DOI:

https://doi.org/10.30564/ret.v5i1.4310

Abstract

Cultivating professional knowledge and developing specific inclusive training has always been important for educators in China. Within the context of special art education in China, art educators are supposed to adjust the instruction effectively for students with a variety of disabilities. This qualitative study sought to gain insight of the strategies of modifying and adapting art instruction for children with autism. Data were collected and analyzed by comparative method through interviews with three art educators. During the interview, three participants addressed strategies they use when working with autistic students in art classroom and proved the ways to modify and adapt art instruction to enhance autistic children’s pedagogical skills. Art teachers can also identify students’ preferred art materials to engage autistic students in learning art. Beyond helping my educational practice, this study could further serve as an impetus to assist other educators in China thus expand teachers’ professional knowledge in teaching children with special needs.

Keywords:

Special education, Autism, Autistic children, Art education, China

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Vol. 5 , Iss. 1 (January 2022)

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