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