adaptive tools & strategies

Meeting the needs of diverse learners

The Australian Curriculum values diversity by providing multiple means of representation, action, expression, and engagement, allowing schools to respond to the unique needs of their communities (ACARA, 2017). Within this framework, The Arts curriculum enables teachers to design inclusive learning experiences that reflect a wide range of artistic practices, cultural contexts, and student abilities. It supports varied physical, sensory, and cognitive needs while promoting culturally responsive environments free from prejudice and discrimination. By thoughtfully selecting forms, stimuli, digital tools, and resources, teachers can ensure arts learning is meaningful, accessible, and engaging for all students.All schools have a responsibility when implementing the Australian Curriculum to ensure that students’ learning is inclusive, and relevant to their experiences, abilities and talents. As outlined in ACARA’s (2022) documents, adjustments to the delivery of The Arts may involve but are not limited to:

•providing multi-sensory visual, auditory, tactile, and/or kinaesthetic experiences and resources

•using resources and strategies such as picture cues or illustrative signs and labels for words such as key-subject terms, or steps in a process

•providing modified arts tools or accessible equipment or using approaches that enable students to participate in arts-making activities

•acknowledging equivalent terminology; for example, cultural or geographic differences in terminology

•designing open-ended tasks that provide flexibility and can be completed at different levels of complexity

•showcasing the practice of artists/performers who have adapted “typical” practice to suit their needs or whose work reflects aspects of their life, such as physical or mental health

•uses integrative technology and digital tools

Differentiation Adjustment Tool

Adapted implements

Students with decreased fine motor skills may require larger or softer writing surfaces that are easier to grasp than typical implements.

Below are some examples of simple adaptations to mark-making tools that can make painting, colouring and drawing easier for disabled students.

These can include:

Modified Brushes:
- Egg-handled or foam-covered brushes for easier grip.
- Shaving cream brushes or sponges with tube handles that can be filled with paint.
Weighted Tools:
- Add metal nuts/washers to pencils or use weighted wristbands for better pressure control.
- Commercially-made weighted pencil holders that would be used to decrease tremors or athetoid movements
Glue and Paint Bottles:
- Soft squeeze bottles for students with weak grip or fine motor challenges.
- Pre-apply glue to surfaces so students can press shapes into place.
Scissors Variety:
- Spring-loaded scissors
- Adapted scissors in various styles to meet individual needs.
Tracers and Stencils:
- Use Blu-Tack to secure stencils for guided drawing or painting.
- Tracers assist with outlining shapes for students unable to draw freehand.
Modified pencils/crayons:
- Shortening pencil or crayon to smaller size for increased control
- Tennis ball with small hole to fit onto end of art tool
- Small paint roller handle with a pencil secured inside with blutack
- Styrofoam ball cut to fit pencil through
Paper Stability:
- Tape artwork to the table, wall, or floor to prevent movement and assist stability.