Checklist of Assistive Technology solutions for Enhancing Art Instructions for Students with DHH

Here is a recommended checklist of assistive-technology (AT) solutions to enhance accessibility and participation of DHH students in art classroom:

No Tech Solutions:

Front Row Seating: Place students in the front to improve visibility.

• Front Row Seating: Place students in the front to improve visibility.
• Providing additional time to complete assignments
• Using only materials and tools she would like to try
• Using a sigh language or an interpreter in the classroom
• Non electronic communication resources such as printed and illustrated step by step instructions.
• Offering larger print materials for visualization
• Books, Posters and printed materials.
• Offering visual references and stories from artists who performed the same task or expected results and how they developed painting skills.

Low Tech Solutions:

• Placing art material closer to the student for self-sufficiency
• Placing extra art materials for them to and prevent he must ask for more art materials individually after running them out mid class.
• Offering longer paper and canvas if needed for special and visual evolution of their artwork.
• Allowing the students to start a new drawing or painting if they want or feel frustrated with the one, they are working.
• Allow the student to use as many breaks as they need to ask for.
• Vocabulary Support: Provide a written list of new terms introduced during lessons.
• Sign Language Faculty: Employ faculty fluent in sign language for easier communication.

Middle Tech Solutions:

• Employing new technology like Ai prompt
• Using lighted magnifiers to assist with detailed work
• Captioned Media: Ensure films or videos are open- or closed-captioned.
• Alternatives to Oral Testing: Use alternative assessments tailored to DHH students’ communication needs.

High Tech Solutions:

• Implementing computerized drawing software or apps where she can create image based in voice activated prompts and descriptions.
• Utilizing screen enlargement software or immersive technology to explore virtual reality (VR) or Augmented Reality (AR) to digitally draw and paint with body movement
• Real-Time Captioning: Utilize captioning systems for lectures and multimedia.
• FM Systems: Offer assistive listening devices for sound amplification.
• Note-Taking Assistance: Arrange for a designated note taker.
• Captioned Media: Ensure films or videos are open- or closed-captioned.

These accommodations align with fostering accessibility, equity, and inclusivity for DHH students in classrooms.

Reference:

Coleman, M. B., & Cramer, E. S. (2015). Creating meaningful art experiences with assistive technology for students with physical, visual, severe and multiple disabilities. Art Education, 68 (2), 6–13.

Knoors, H., & Marschark, M. (2014). Teaching Deaf Learners: Psychological and Developmental Foundations. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199792023.001.0001

Loesl, S. (2012). The intersection of arts education and special education: Exemplary programs and approaches (pp. 47–68). International Organization on Arts and Disability.