ILLUSTRATION IN ACADEMICS

MATHEMATICS
Using graphic representations, students can develop problem solving skills and integrate concepts in
mathematical equations.
With proper scaffolds and explicit instruction, it will improve students ability to rationalize what needs to be
done in a simple addition/subtraction math problem.
HOW DOES IT WORK?
1. Introduce a problem-scheme approach using story problems with specific modeling
a. Change-story situation

a. Group story situation

c. Compare story situation

Problem-solution
b. Plan and solve by identifying the action that needs to be done
c. Carry out the problem
d. Evaluate based on strategy and use the correct response
READING COMPREHENSION
Story mapping combined with the principles of the Universal Design for Learning, explicit instruction, and
using mini lessons are used for special education students to demonstrate understanding of reading as well as
writing.
Story maps can be saved as an organizer to assist future comprehension of reading and writing narratives.
They can also assist in identifying and locating important information.

HOW DOES IT WORK?

Story maps must integrate the six principles of the Universal Design for Learning to be most effective.
a. Provide multiple means of representation
b. Provide multiple means of action and expression
c. Provide multiple means of engagement.
Create a story map using the following steps:
1. Lesson planning- recruit student interests by choosing books that are relevant to their interests
and below their reading level.
2. Before reading- make sure book is accessible to all students with representation in multiple ways.
Present story map graphic after identifying information that belongs in the story map.
3. During reading- model by reading together and fill out story map with student involvement.
4. After reading- discuss the story. Have students create a story map with prompts. Ex: who would
they talk about? (characters) where would the story take place? (setting)
ARTS
The collaboration of a special education teacher, an arts teacher, and a teaching assistant has benefits that
reach beyond the student. This type of collaborative relationship helps the educators involved learn from each
other as well as highlighting the skills of a student in special education.
When students with special needs use art, they are given a voice, can solve problems in different was, make
choices (improving communication), and our proud of their work (boosting self-esteem). Allowing students
with special needs to express themselves through the arts allows us to see beyond their disability.
HOW DOES IT WORK?
1. Use a specific combination of an arts specialist, a special education teacher, and a teaching assistant.
2. Sequence by starting academic exploration several weeks before the arts project to create context for
students.
3. Give directions in a linear way, repeat steps, and present information in smaller chunks
4. Allow ample time to plan, survey, observe, and discuss results.
REFERENCES
Jitendra, A. (2002, April). Teaching Students Math Problem-Solving through Graphic
Representations. TEACHING Exceptional Children, 34(4), 34-38.
Ponder, C., & Kissinger, L. (2009). Shaken and Stirred: A Pilot Project in Arts and Special Education. Teaching
Artist Journal, 7(1), 40-46. doi:10.1080/15411790802454360
Narkon, D. E., & Wells, J. C. (2013). Improving Reading Comprehension for Elementary Students With
Learning Disabilities: UDL Enhanced Story Mapping.Preventing School Failure: Alternative Education for
Children and Youth, 57(4), 231-239. doi:10.1080/1045988x.2012.726286