NAEAnews. “SPECIAL NEEDS,” December, 2001, Vol. 43 (6) p.13.

Welcome to the first special issues column for Special Needs. The Special Needs group was formed to gather and share information about students with special needs. Most art educators have had little training to prepare for the special education students in our classrooms. Fortunately, we don't have to reinvent the wheel. We can learn from each other and share teaching strategies with our art and special education colleagues.

We can readily identify several goals for the Special Needs issues group. The Special Needs group can provide a forum for the special education concerns of art teachers and successful practices with special education students. The Special Needs interest group can gather and disseminate information about agencies or resources that focus on the arts for special education students. Another goal of the Special Needs group is to communicate with members of the Council for Exceptional Children to share information and training expertise. And, it is hoped that the Special Needs issues group can develop a network of NAEA members and special education teachers who teach with and through the arts.

An interface with art therapy, occupational therapy, and physical therapy can add more information about adaptive equipment, research, and strategies for teaching art to special education students.

Many people helped the new Special Needs Issues Group gain approval and recognition, but its existence is largely due to the efforts of Barbara Suplee, Chair of Art and Museum Education and Art Therapy, The University of the Arts in Philadelphia, PA. Barbara outlined the need for a Special Needs special issues group at the NAEA Annual Convention in New York City in March, 2001. Using “PowerPoint” presentation format, Barbara called up graphs to demonstrate that the number of students with special needs continues to increase. She explained there is minimal training and information about special education for art teachers while their need for information is crucial. The Delegates agreed and voted 100% in favor of approving a Special Needs special issues group. Results of their vote were forwarded to the board of Directors and this past summer, the Board of Directors approved the application.

Many others have supported the formation of a Special Needs Issues Group. Among those who shared their time, energy, and enthusiasm are MaryLou Dallam, Pennsylvania State Department of Education, Jan Fedorenko, Ohio State Art Consultant, and Peter Geisser, Rhode Island School for the Blind. Thanks also go to Tom Hatfield, the Board of Directors and all the Delegates who voted to create this Special Needs issues Group.

In this first column about students with special needs, it seems only fitting to share some information about The Council for Exceptional Children (CEC), the national professional organization for special education in the United States and Canada. CEC sets professional standards and policies and publishes textbooks and professional journals. It disseminates information about teaching practices in TEACHING Exceptional Children and research in Exceptional Children. CEC is also the umbrella organization for many divisions that include the Council for Children with Behavioral Disorders (CCBD), the Division for Learning Disabilities (DLD), the Council of Administrators of Special Education (CASE), the Division on Mental Retardation and Developmental Disabilities (MRDD), and other divisions for Early Childhood (DEC), Visual Impairments (DVI), Physical and Health Disabilities (DPHD), Research, (CEC-DR), Teacher Education (TED), and more. There is also a Division of International Special Education and Services (DISES) and divisions for technology, students, retirees, and more.

Each division has their own elected officers and publications. They schedule meetings and presentations at the national convention to share current practices, teaching approaches, and research. More information about CEC and each division can be found on CEC's web site (http://www.cec.sped.org) or E-mail address (cec@cec.sped.org).

Until recently CEC was located next door to NAEA on Association Drive. Their new address is at 1110 North Glebe Road, Suite 300, Arlington, Virginia, 22201-5704. CEC will hold its 81st annual convention in New York City from April 3rd to 6th, 2002. The array of special education teaching practices, research, and current issues and information presented during the convention is the most comprehensive available. Information about the convention schedule and presentations can be found on CEC's web site.

Many years ago, the director of a private special education school in New York City welcomed new teachers to his school. He encouraged his teachers to be enthusiastic but also realistic about their teaching goals. “Imagine,” he suggested, “that your students had been taught by John Dewey and that Sigmund Freud had provided psychotherapy for them. Now imagine that Dewey and Freud both failed and their students are in your classroom.”

To this day, that director's remarks have been helpful to recall when I couldn't solve a student's problem, even with the best of intentions. I felt that I had to solve the problem myself. How nice to know that there is now a support group and it isn't necessary to go it alone.

SED/Arts Organization   |   SED/Arts References   |   NAEA Special Needs Issues Group   |  CEC Special Interest Group for Teachers of the Arts