Learning disabilities refer to an assortment of disorders which are usually evidenced by pertinent difficulties in attainment of educational knowledge. This can be manifested through complexities in; reading, listening, writing, speaking or reasoning. Learning disabilities can be classified into various categories based on the information processing ability of the students. Some students may experience difficulties in the input and synthesis of information. Whereas others may find it difficult to integrate and interpret the information given. Consequently, some students may have disabilities in the storage of educational information thus they find it difficult to memorize what is taught in class (Smith, 2001). The last category of students with disabilities encompasses those that have problems in the output of the information taught. It is therefore prudent to devise better methods of teaching students with disabilities so as to enhance their education. The Lab School of Washington DC has gone innovative by incorporating art infused teaching methodologies. This study will be interested in finding out how art making affects expressive language. Consequently, the paper will keenly examine how this style helps students to manage their disabilities at the Lab School of Washington DC. This shall involve an in depth review of literature in order to know how art making can influence academics of students with disabilities.
Students with learning disabilities have a lower cognitive ability and thus they may require a differentiated environment that can support their learning. It also requires that teachers should set up the best art making techniques so as to effectively improve learning abilities of these students. However, before teachers implement a given tactic for students with disabilities, it is prudent for them to identify the type of disability that every individual student suffers from (Posner, 2009). This would equip them with knowledge of the best methodology to apply for every student. Teachers are advised to check the following characteristics among students in order to identify those with learning disabilities. It is common among many students with learning disabilities to have a reduced engagement in educational duties. These students also have lower confidence on their learning skills and therefore find it difficult to attempt learning on their own. Teachers should also observe students who have no interest on taking risks which regard to education situations. These students also have difficulties in coping with multiple learning instructions. This is due to the fact that these students have a lower cognitive ability.
Another way of identifying students with learning disabilities is that they are frequently unorganized in their learning habits and also in their thoughts. It is also a typical characteristic of students with disabilities to become irritated with complex learning tasks. Lastly, it is also universal for students with disabilities to get discouraged due to their poor success on education. Therefore, teachers must look for those features among students before they apply a given art making tactic to affect their learning (Smith, 2005). However, students with disabilities might not reflect all those characteristics but at least a few of them must be manifested. It is vital to identify students with disabilities in their early stages of life in order to ensure their success in learning. Based on the objectives of this study, we shall rest our attention on how art making can enhance expressive language of students with learning disabilities. In order to ensure that the different art making techniques applied among these students work effectively as anticipated. It is advisable that teachers should identify the various gifts of these students. The students with disabilities also have particular gifts or abilities which are not known to them. Therefore, if teachers can unveil these gifts and then incorporate them in the arts techniques then it can be very useful to them.
These gifts can be identified by concentrating on the areas where students with disabilities show great passion or ability. These would prevail as a talent for such students but they are yet to be exploited. Thus, working from the talent point of view would help the students to perfect their expressive language by putting their talents into use. The Lab School is aware of the power of art and thus it has incorporated artists to teach students with disabilities by use of art. One of the best arts infused strategy for teaching students with disabilities is the use of multi- arts. This involves usage of arts processes to improve self regulation and learning. This method of learning encompasses fine and performing arts where students are able to use language in learning. This mainly involves setting up students in groups where they handle the tasks given through role plays. The presentation of these tasks is mainly aimed at improving their expressive language skills. Role playing amongst the students is a much more effective learning method for teaching students with disabilities than the normal lectures. This is due to the fact that students are able to participate fully in class work.
Students are also able to choose which tasks to handle depending on their abilities and interests. Therefore, the students get a chance to gain highly from this type of learning. Since students have to discuss among their groups as they role play, they also improve their expressive language proficiency. Gaining this level of aptitude helps students with disabilities to further their studies with great knowledge and motivation (Miller, 1995). The use of this artistic method of learning for students helps them to tackle education with pleasure and also enjoying their lessons. This is because students engage in multi arts activities which they have a passion in. For instance, students can role play on a task of their choice where they feel comfortable on. Thus, they perform such activities joyfully and hence they have to do their best on that. In order to successfully complete their tasks, students equip themselves with desirable communication skills which help them to conduct their role plays. Students who join the Lab School knowing that they will be using artistic learning enter there with revived optimism. This is because students know that they would be undergoing a learning process which includes visual performances, musical performances or dramatic expressions.
Consequently, this shuns away boredom in the class setting and hence students put maximum efforts in their learning. This is a kind of learning which not only equips students with educational knowledge, but also life skills of communication and interacting with their peers. Through this, students gain skills of expressive language which is enhanced by team work and the artistic performances in class. This curriculum incorporates writing skills, imaginative representations and arts which revitalize the infancy happiness that students associate with discovering and teaching (Jensen, 2001). Hence, the presents an opportunity where students have increased interest, lively participation and motivation to learn. At the Lab School, the teachers also develop a growth mindset shifting aware from the normal fixed mindset that students have on educational success. The institution knows that learners with a fixed mindset may possibly lose enthusiasm and lower their efforts in case of failure. This is due to the fact that students suppose that their intellect and knowledge are already set. Incorporating arts in teaching and evaluation helps to transform the conviction of a fixed state of mind into a growth approach. Certainly students can use the skills gained and efforts to increase their learning capacities and also accomplish academic triumph.
This kind of learning that inculcates arts and physical performances presents a platform where students can connect their academic work using their talents. These talents and abilities could not have been recognized earlier as a potential to their learning. The approach of using creative arts in learning also decreases mistake nervousness by getting rid of anticipation of a particular acceptable response. This system of learning also liberates the brain from the fixed mindset of little belief of success by providing student with choices. These includes; choices of practicing, using and demonstrating comprehension of learning through different ways such as; script writing, drawing, skits and computer art. This learning also builds confidence among the students and hence they get to improve their expressive language and also achieve their academic success. Use of multi arts in learning also support conceptual thoughts and creative skills which consequently foster improved expressive language among students. The integration of arts also increases the student’s attention and participation which also enhances their critical thinking skills (Jensen, 2005). Usage of arts in learning help to transform the classroom setting into a safe haven through which students get emotional relieve and knowledge. This gives the students with disabilities a sense of emotional tolerance which is vital in improving their expressive language amongst their colleagues.
Learning that integrates arts in the teaching process helps students with disabilities to attain problem solving skills, originality and discipline. It also equips these students with unconventional methods of communication which enhance the expressive language hence initiating personal growth for them. It is also a fact that most of the students with learning disabilities drop out of school (Hallowell & Ratey, 2005). The incorporation of arts in learning gives these students an endless motivation to continue learning and hence building on their self worth and also their academic success. Once they achieve self worth and confidence the students also improve their expressive language skills as a result of the arts. Continuance on their education guarantees that students with disabilities are able to move on to college and achieve their educational endeavors. Learning through arts also ensures that students with disabilities gain interests in learning other subjects offered by the school. In addition, the Lab School also incorporates music in its learning strategies for students with disabilities. The school is conscious of the fact that these students have different talents and abilities. For this reason, the institution tries to personalize learning such that it covers the needs and aspirations of all students.
Students who have passion for music find it interesting to attend school and even learn more other than music alone. Learning through music helps these students to gain confidence on their education thereby transforming them into a growth mindset. Achievement of this confidence also supports their expressive language by integrating their musical skills into wider communication skills that would be useful in their future lives (Dudley- Marling, 2004). Implementing this learning strategy presents an opportunity where these students can have a choice of what to learn. This shifts the belief of other people who regard them as special students. Hence, this leads to reduced stigma among students with disabilities and consequently improves their learning efforts. Stigma on students with disabilities is known to kill their self esteem and their motivation to learn. Reduced stigma also ensures that these students attain self worthiness which is significant in improving their expressive language. Music also helps these students to express their ideas and opinions in issues which they could otherwise not accomplish in the normal learning environment. Furthermore, music also improves the writing and reading techniques of students where they can be able to come up with their own musical compositions (Jensen, 2010).
Majority of students with disabilities have fluency problems which affect their expressive language skills. Music helps these students to improve on their fluency in reading and writing. This consequently, helps them to communicate effectively with others and hence they are able to express themselves in the right manner. Students who are fluent would obviously love to read (Lavoie, 2007). Therefore, this creates an opportunity for such students to learn more on other subjects hence accomplishing their academic goals. Learning by use of music not only equips students with better expressive language but also improves their phonological processing skills. This is enhanced by use of visual charts and word walls in the class in order to affect their phonetic mastery. This helps students in coming up with their own musical compositions by understanding rhyming words which can be compounded to create music. By doing so the students learn a lot and this helps them to perfect on other areas of education where they find it easier to learn and comprehend.
Apart from using music the school also incorporates drama as an artistic way of learning for students with disabilities. Teachers design drama performances for students who have passion and ability in acting. This plays are adopted from books that these students learn in class. This helps to improve the comprehension ability of students (Talmi, 2008). Students are motivated to read so as to be involved in these performances hence this also enhances their reading habits. Drama in school also improves the students memory on what has been learnt. It is a fact that most of the students with disabilities have very short memory due to their poor cognitive abilities. Hence, taking part in dramas help to sharpen their brains and improve their memory and comprehension skills. Acting sessions are also important in boosting the student’s confidence since being on the stage requires courage. This helps these students to improve on their expressive language by being able to communicate with other people. These dramas are also known to improve attention of students with disabilities especially those suffering from attention disorders (Brody, 1997). Since these dramas are interesting to watch it helps them to concentrate and at the same time they get to understand what they have learnt more effectively.
Participating in the drama helps other students to view students with disabilities as normal people who have distinct capabilities. Consequently, this helps students with disability to attain self worth and hence they accept their nature and this gives them the motivation to learn more. Before the students get to dramatize what has been learnt in class they have to undertake various discussions amongst themselves in order to perfect their drama. These group discussions and brainstorming helps them to learn more and also improve their interpersonal skills of communicating. This ensures that these students have better expressive language skills (Uptis, 2003). Once the students perform dramas they start viewing themselves as actors rather than students with disabilities. Therefore, this technique helps them to gain improved self esteem which fosters their academic performance and their expressive skills. Lastly, another art infused technique for teaching students in the lab school is through the use of visual arts in order to affect the learning of students with disabilities. In this strategy the learning instructions and language are put in visual arts. This helps these students to gain the ability of understanding what is taught very easily and with fun.
Studies indicate that visual arts play a vital role in improving students with disabilities skill’s of learning, organization and comprehending the instructions given to them (Alper, 2000). Students are allowed to draw and write at the same time. Drawing is believed to improve the cognitive abilities of these students since they draw and visualize whatever they are learning. This also helps in enhancing their expressive skills. Students with learning disabilities are able to express their views by drawing what they choose. Use of visual arts helps these students to learn more in order to express whatever they learn in visual form through drawings and writing (Lerner, 2000). Drawing also improves the student’s writing skills and hence they are able to write well and also enhancing their reading proficiency. Consequently, use of visual arts helps students with disabilities to develop their expressive language through drawings and writing. Hence, students become motivated to express their ideas through use of visual arts. Some visual arts also involve student’s recording on videos which they can view in class and be able to learn how to express themselves. This gives them the self-confidence to be in a position of using expressive language to share their opinions with their colleagues and other people.
In conclusion, it is evident that art making in learning for students with disabilities impacts on their expressive language. Use of arts in teaching these students helps them to attain self worth, good imagination skills, confidence and academic success in general. The Lab School in Washington DC incorporates a variety of arts to teach the students with disabilities. Studies prove that use of art in learning for students with disabilities has a positive correlation with their expressive language. Hence, the success level of using arts to learn in the school is almost a hundred percent. This is because the infusion of arts to teach impacts the way these students with disabilities view themselves. It gives them more confidence and comprehension of what is learnt in class and therefore they are able to express themselves through the various arts techniques formulate in the school. The best art technique practiced in the school is the use of multi arts whereby students are given an opportunity of role playing. This boosts their esteem and also helps them to acquire the knowledge learnt in class. Attaining this self esteem also gives these students a sense of self worth and hence they gain the confidence of developing an expressive language. Other arts infused techniques used in the school include; the use of music to learn, incorporation of drama in class and use of visual arts to affect learning. All these techniques help to improve the expressive languages of students with disabilities. Consequently, these strategies help to motivate learning among students with disabilities and hence this results to their academic success.
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