Children with visual impairments may require assistive technology – i.e. particular equipment and materials. For instance, blind pupils will require braille writing equipment and braille reading material. Children with low vision may require glasses, hand-held magnifiers, and reading stands.
Unfortunately, this assistive technology may not be available or may be in poor condition.
This can lead to exclusion for these students in the school system which is why inclusion programs are vital to make sure that children who need it get the help they deserve!
Inclusion for students with disabilities is important. Programs such as inclusion should be made available to those who need it in order to receive a proper education. In some cases, this may include children with visual impairments and the necessary assistive technology for them which leads to teaching these students how they can become successful members of society!
How Can I Include People With Disabilities In My Works?
Towards a More Inclusive View of Art Education For the Visually Impaired? Inclusion for the visually impaired in art education has been a matter of growing concern for many years. However, until recently, there has been little research directed towards teaching inclusion specifically in art education. The project was begun by Dr. Mark Zucherberg, who is now the Director of the Center for the Study of the Visual and Perceptive Mind at the University of Denver.
In his recently published book, Inclusion for the visually impaired in art education (Zucherberg, R., ed., 2021), Dr. Zucherberg offers a variety of case studies and discussions that suggest that there are several commonalities between persons who are visually impaired and those who are not. Specifically, he focuses on how these persons differ from each other in terms of their vision, interests, and abilities and in how their visual experiences are organized. Dr. Zucherberg believes that inclusion for the visually impaired must begin at the preschool and elementary school levels and should extend beyond with time as children grow into adults and enter into more sophisticated and complex forms of art and visual expression. He teaches that inclusion should make art more relevant and enjoyable to everyone and should be encouraged not only by educators but by parents as well. He further contends that teachers must incorporate this attitude and practice of inclusion for the blind and deaf into their classroom and teaching practices.
Visually impaired students and their perception
When he began working with children who were deaf and/or visually impaired, Zucherberg found that most had no conception or understanding of the visual world beyond what they could see through the lenses of their eyes. To them, the art was essentially confined to objects and pictures that could be understood on a very basic level. This limited their conception of art to objects, events, and basic ideas about color, shape, and form. Children who were deaf and/or visually impaired did not enjoy and enjoyed the visual art and visual events that adults and children enjoyed. As a result, they were often excluded from or cut out of activities that involved art and creative expression.
The inclusion of disabled people into the inclusion process is a vital step in breaking down the invisible walls that have been placed around them for so long. Children learn to see beyond their basic senses. Their minds expand and develop. This expansion empowers those people who might be different from them in physical appearance, needs and disabilities.
Inclusion in the arts and entertainment industry can never be undermined. That is why the inclusion process for disabled people must always include them every step of the way from initial concept to execution. This includes the funding, production, exhibition design, management, supervision, and leadership roles. An absence here will inevitably mean a lack of inclusion for those people who deserve inclusion.
The Importance of inclusion
An inclusive environment also encourages those people who feel excluded to develop skills and talents in other areas. For example, encouraging a visual arts program in a child’s primary education through the early years helps build a foundation for learning visually which may later be utilized at home and in school. It is important to encourage inclusion. By definition, inclusion is about the full inclusion of all people, regardless of disabilities. It is about equal opportunity and equal rewards. This idea has long been recognized throughout the world.
Unfortunately, some arts and entertainment venues are still inaccessible to those with disabilities. As a result, the inclusion process for disabled people must be as broad as possible. There are some very specific strategies that need to be employed when planning an inclusion strategy for an event. These strategies must be developed with the guidance of an inclusion specialist who will assess the audience and the function of the event, in order to identify which strategies are required.
For example, if the event is to be an opportunity for children to create and experience art, the inclusion process needs to include appropriate music, dance, and visual props that promote this. For example, it is feasible for theater companies to include wheelchair-accessible platforms on stage. Similarly, it may be possible for dance companies to include accessible dance floor space.