MEETING INDIVIDUAL NEEDS

Megan Bye

I am an art teacher of elementary artists. The following viewpoint is my own, not as an adaptive specialist but as an educator who has worked with a multitude of artists since 2003. I am an advocate, and so are you, if you choose to adopt the mindset that all means all.

Disabilities are layered and intricate. Even using a word like “disability” makes it more difficult to comprehend an individual’s complex identity. Since everyone in society benefits from an inclusive and accessible environment, everyone must work together to create an accessible world.

Art is a universal language that is shared by all. If you had art as your primary mode of expression, wouldn’t you expect others to provide opportunities for you to convey meaning through your work?

Access to artistic opportunities often relies on the support of educators to provide thoughtful moments for students to convey meaning through their work. Limited communication does not mean limited cognition. As individuals, we often hold a bias that overlooks the complexity of the nonverbal mind. While all minds may have adherent boundaries, as teachers, we have the responsibility to challenge biases by providing alternatives for the students we teach.

We are creating a world where all kids can see themselves as creators, and that transforms everything.

The first step in advocating for students with disabilities is recognizing that everyone should have equal access to resources, equipment, and teaching methods. This could entail designing workspaces that are sensory-friendly, modifying a paintbrush to have a larger grip, using communication devices, or offering tactile or visual assistance. These modifications are crucial steps in ensuring that everyone can create.

I could go on and on about adapting lessons and modifying art tools, but none of those things will matter if the space isn’t accessible for students. Let me walk you through several ways I modify our studio space at the elementary level to meet the needs of all learners.

We offer what I call “SMART” seats in the studio. This allows students to have choice and voice in their space. It provides autonomy for students and creates the opportunity for them to be flexible in their work environment. The SMART seat acronym is posted at the beginning of each class as follows:

Stay on task.
Make safe choices.
Act appropriately.
Reflect and move when needed.
Take care of your spot.

ADA-accessible aisles create a space for all to navigate, gathering art materials, finding a workspace, and welcoming all guests.

Easels allow students to stand or sit and work on a different surface.

Modified desks, tables, and chairs create spaces for students of all physicalities to access materials and use a variety of media. They establish norms that we all have different learning styles, including visual, auditory, physical, verbal, logical/mathematical, social, and solitary.

Providing an adaptive arts section where students, paraprofessionals, and educators can grab materials for creating, if they aren’t finding what they need in the main studio spaces, ensures everyone can create easily. When we design classrooms where every student has the support and resources to create, we assert that all children are creative, with contributions to complete our communities and our art world.

Advocacy extends outside the classroom as educators confront systemic and structural obstacles that restrict involvement. These topics include larger items like promoting accessible classrooms, securing financing for adaptive resources, and professional development for educators to provide the tools teachers need to support a wide range of needs and modifications.

There are multiple ways I’ve advocated for my students and for other educators in my district:

• In 2024, I secured grant funding for wet felting and printmaking materials to expand opportunities in those studio areas for students.
• In 2025, I received grant funding for Chompsaws, which are universal safety cutters for all materials, including cardboard, paper, and fabric.
• The last two years, I’ve taught a night course for my school district about adaptive art strategies to fellow educators in all fields.
• Lecturing at events like WAEA and NAEA on adaptive arts in an elementary art studio has provided opportunities for conversation and building community.

The most important work starts right where I spend the most time… my school. Family collaborations, support staff, and special educators working together help guarantee that inclusion is a long-term aspect of a school’s culture rather than a short-term endeavor.

As educators, we promote empathy, curiosity, and respect. Supporting students with disabilities serves as a reminder of the importance of access for all. We are creating a world where all kids can see themselves as creators, and that transforms everything.

Please support all students in their work as artists. Creativity belongs to everyone, and art is a human right. Advocate!

Megan Bye is an art educator at Hillcrest Elementary in Waukesh, Wisconsin. artbyemegan@gmail.com; Instagram: @art.with.ms.bye