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Teaching Procedural Routines
Background and Research on Autism and Art
Trends and Patterns in Art for Students with Special Needs 4:05
Avoiding Overstimulation- Proximity and Room Setup Considerations 3:32
Considering Noise and Transition Times 2:35
Creating and Using Communication Tools
Non-Verbal Communication Ideas 3:04
5 Ways to Use Your Picture Schedule 3:37
Meeting Individual Needs and Interests
Perfectionists and How to Work with Them 3:18
Creating an Automated System for Earlier Finishers and Fast Workers 4:22
Working with Student Interest to Keep Students Motivated 3:03
Working with Paraprofessionals
Common Issues with Paraprofessionals and How to Avoid Them 3:35
Setting Up a Paraprofessional Friendly Station in the Art Room 2:38
Creating a Paraprofessional Letter 1:51
Motivation for Accommodations in Your Own Classroom 1:45
Unlock Certificate: 5 Questions
2 PD Hours
1 Learn how to create and use different communication tools to help your students be successful.
2 Explore strategies for setting up a welcoming environment that helps students and teaching aids feel supported.
3 Discover how to meet the personal needs of individual students when they are in the art room.
What is the best way to set up your classroom for your students with autism? Look no further! In this Learning Pack, you’ll hear about the current trends and patterns in art education for students with special needs. Learn how to set up your classroom to provide the best environment for your students and how to effectively work with teacher aids. In addition, learn a variety of strategies for verbal and nonverbal communication with your students.
A. Develops lessons, units, and/or centers that connect with student interests and backgrounds
B. Designs scaffolded instruction to facilitate student learning
D. Constructs opportunities for student choice and authentic learning
E. Selects technology resources to supplement instructional strategies
A. Designs inclusive instruction based on individual differences and understanding of diverse cultures and communities
B. Designs instruction to address student background knowledge and ability levels
C. Develops appropriate adaptations and enrichments for students
D. Differentiates instruction and activities to align with IEP goals
AOEU Founder and President
Jessica is the Founder and President of The Art of Education University. She and her husband Derek founded the Art of Education in 2011 to help art teachers around the world access higher quality professional development.
Before founding AOEU, Jessica was a K-5 Art Teacher, K-12 Professional Development Coordinator, and Graduate Instructor. She is passionate about helping art teachers perform at a high level, both professionally and personally.