art. adapted.,

curriculum incorporates innovative modern artists, graphic designers, and street and graffiti artists to better connect behavior students to art.

a new art world

where high-quality art education empowers students to develop creative expression and find their visual voice.

To achieve this goal, National Core Visual Arts Standards were used as the foundation of a new Curriculum Framework; one designed specifically to address the special needs of all students.

BE students who are removed from Art classes show loss of gross and fine motor skills.

BE students are behind their peers in their Visual Arts education due to removals.

BE students have difficulty learning to transition successfully when removed from Specials, due to disruptive behavior or as a punishment.

obstacles

Students who are either bored with the art subject or who are unable to find any real world connection to their lives, may start acting out in class and are more likely to be removed for disruptive behavior.

Art students who lack confidence in their art making ability, particularly as they move into middle grades, are more likely to act out and be removed, or just shut down and not participate.

Some Behavior students who are also on the Autism Spectrum will benefit greatly from Art, Adapted. curriculum and procedures, and will be more successful .

why?

WHY should you incorporate Adapted Art projects and procedures with your Behavior Education Students?

BE students are frequently removed from Specials classrooms due to disruptive behaviors. The consequences of removals can have a significant negative impact on the future success of the student.

BE students who are removed from Art classes show loss of gross and fine motor skills.

BE students are behind their peers in their Visual Arts education due to removals.

BE students have difficulty learning to transition successfully when removed from Specials, due to disruptive behavior or as a punishment.

street art

obstacles

Students who are either bored with the art subject or who are unable to find any real world connection to their lives, may start acting out in class and are more likely to be removed for disruptive behavior.

Art students who lack confidence in their art making ability, particularly as they move into middle grades, are more likely to act out and be removed, or just shut down and not participate.

students to develop creative expression and find their visual voice.

To achieve this goal, National Core Visual Arts Standards were used as the foundation of a new Curriculum Framework; one designed specifically to address the special needs of all students.

BE students are frequently removed from Specials classrooms due to disruptive behaviors. The consequences of removals can have a significant negative impact on the future success of the student.

adapted curriculum 

Art, Adapted., is working to provide high-quality visual arts education to all students, no matter their ability.  

is standards-based and can be used in a gen-ed art classroom with all students.  

inclusion

is the foundation of Adapted Art. Removal of BEhavior education students from Art class takes away opportunities for creativity, collaboration, and art education.