Achieve an inclusive art class with SEND students through differentiated instruction.
When we talk about art, the definition is usually very broad since it covers the way in which feelings, thoughts or ideas can be expressed. It is also the way in which as individuals we have a vision of the world, and this is configured in turn according to our cultural environment, with our capacities or through our limits.
To achieve inclusive art classes, it is also necessary to know how to make correct use of the differentiations, and these must be able to adapt to the needs of the students. I have been teaching art for some time, and in recent years I have taught both art and Fashion Design vocational classes at a SEND (Special Educational Needs and Disabilities) school with KS4 and KS5 students from Year 11 to Year 14, Pathway 1 and 2 , where the need for differentiation is daily.
Personally, I have encountered real challenges when preparing my artistic lessons. Also, unlike other subjects, arts education is based on processes that require a variety of materials and resources that challenge the individual needs of my students. To consider the learning styles of my students, I have based myself on the VARK learning models. The VARK model (Visual, Aural, Read/write & Kinesthetics) was designed by Neil Fleming in 1987. This model is based on 4 modalities to help students with their training preferences. VARK styles have guided me in the choice of my lessons, however when you are faced with SEND students with very different needs in the same group it can create conflicts and limit the good development of the lessons.