Kiddos in the CI program and I

I have been wanting to write this post for a while - but I wasn't exactly clear on what I wanted to say - or I guess more how to say it.  In fact, I am still not sure - but it keeps rolling around in my head and needs to get out, so here goes.

When I first started in the district I am at - 3 years ago - I was both excited and nervous about the idea of having CI students.  Turned out that the way the schedule fell I didn't have them - the other art teacher in my building did.  To be completely honest I was disappointed, but mostly relieved.  I was nervous about starting in a new district and I had NO idea what to do with kiddos in a CI program.

Over the years I have been itching to get time with them - but again the schedule kept them with the other art teacher.  Then, this year it happened - the schedule was changed and not only did I get them, but so did the other art teacher!!!  Instead of having art once a week for 50 min (which is really not appropriate for the level of student) - they have it twice for 25 minutes!  It's really brilliant.

So I started to think about things I could do with my new students - and I realized that I really had NO idea what I was doing.  I tried to look on the internet for things, pinterest... I looked for blogs.  Honestly, I found little to nothing for art.  I found tons of picture charts, adaptive tools for the grade level teachers - squat for me.

I dug out a textbook from college called The Special Artist's Handbook.  This gave me some actual information I could work with.  I was excited and also totally overwhelmed.

My first class with them, I was a nervous wreck - it felt like my very first day of teaching all over again (which it kind of was).  I had read quick bios about each kid, but those rarely help me until I can put a face to the information.  It is hard for me to understand that Jessica might bite if you are too close, and that Michael needs to be apart from Sally...... that is until I meet them - then it all makes sense.

I decided there was nothing more I could actually do to prepare other than to just jump in.  It was time for some trial and error.

I have had the kiddos once a week since September and here are some things I have learned.

1) Baby wipes.  Have a lot.  Buy a container and then the HUGE packs of refills.  A lot of my CI kiddos HATE being messy - even if it's just marker, they will want it off before they move on.  So - have baby wipes.  It's faster and easier than running to the sink every couple of minutes.

2) Be prepared to have a HUGE range of abilities.  I have two separate groups and even within those groups their skills vary A LOT.  In both groups I have students that are non-verbal.  In both groups I have kids who will talk all class.  Some kids can cut on their own and write their own name - while others need assistance to cut and write.

3) Be prepared to laugh and smile.  The more I get to knows these kids the more I come to really appreciate and love their individuality.  They tend to surprise me - not just in their artwork - but when they come to class in a super mood and are silly all class, or are extra helpful, or even how they communicate without words.

4) Music Videos.  I'm not talking MTV - but Sesame Street, kidsongs, Harry Kindergarten.  They love to move to the music - dance - sing!

5) Be prepared.  I am still trying to find materials and projects that are both engaging but not too hard for my students.  I often think something will take them 15-20 minutes and they will be done in 5.  Or something I think they will enjoy for only 5 minutes will keep them engaged for the whole 25 minutes.  Be prepared with a back up plan - and maybe your backup should have a back up.

6) Be Alert.  Even though there are multiple adults in the room, with the door shut - they can escape.  It amazes me how quiet and fast some of the kids are.  I always keep my eyes and ears ready for certain movements or sounds.  Not to mention some of the kiddos like to be in other kid's spaces - which often are the kids that don't like people in their space.....

7) It's a challenge.  It is definitely a challenge - but I truly love my time with these kids.  I am learning a lot about these kids, about society, about me.  I am doing my best to embrace it and learn everything there is to learn.

8) Absent.  At least with my kids - they are absent a lot.  The kids are out for doctor appointments, or are kept back in the classroom because their choices and behaviors are too wild and inappropriate to venture to art..... Kids will be absent.  I try and do one day projects because of this.  It is hard to have 3 kids working on something from the week before while 2 others are doing something else.

9) Ask questions.  I asked a lot of question up front.  I asked about personalities, I asked about sensory, I asked about abilities - ask questions.  Let people know you are open to suggestions.

10) Play.  Take the chance to play.  Today we were done drawing and danced around the room to What does the Fox Say?  They loved it and so did I.

11) No Control.  Be prepared to feel like everything is wildly out of control - even though there are many adults in the room - prepare for a Murphy's law day.  Anything that could go wrong, will.  When it happens - remember safety first, then clean up the mess.

12) Rely on a balance:  Keep a balance of your own intuition and those of your para-educators.  The paras are with the kids all day, so I tend to lean on them with communication or how to get kids to respond to certain directions.  I perhaps lean on them a little too much - but they are teaching me how forceful I need to be with my voice, or what words/commands the kids know, what signs they know or what particular grunts mean.  It also helps when one of the kids is 'off' - whether its a kiddo that has extra energy, no energy, doesn't feel well, or keeps squawking.  The paras almost always know what they need.  One of our students one day who isn't verbal wouldn't stop crying/yelling -- took off their leg braces and the kiddo almost sighed with relief.  There happened to be something in their sock that was uncomfortable.  I would have NEVER thought of that -- but I will now!


I hope in the future to find someone or something that will help me on this journey.  I feel like there is a whole ocean of information I could be using - but I haven't found it yet.  I often feel like I am shooting in the dark - hoping things will work.  I'd have to say, more lessons have worked than haven't - but I also don't feel like I am doing enough.  I figure each class teaches me something new - don't give crayons to Erica (she eats them like carrots), Joseph likes to be in Abby's space - but Abby bites.  Karley can use scissors on her own, but Brian needs help.  Cathy likes to manipulate small items, but also likes to stick things in her mouth.  Sally is always eager to share her ideas, and Riley doesn't talk or watch but somehow always know what to do.  I could go on and on about the differences between my kiddos - it's great.  They are great. They teach me more and more each class.  I will continue to plan lessons and watch which ones work (puppets and bleedable tissue paper seem to be the biggest hits so far) and which ones don't.  I will continue to learn about their abilities, their personalities, and how the communicate with the world.  One class at a time.

CI - Turkey Puppets

This week's theme for our CI kiddos is all about Thanksgiving, turkeys and the whole works.  I decided today that for art we were going to make turkey puppets!

I printed out some simple feathers onto white paper - had the kiddos color and cut them out.  (A few of them need help cutting, but most of them are capable of doing it on their own.)  Next we glued their feathers to the back of the bag.  Then we flipped the bags over; glued down a beak and two googly eyes (I had the gobbler part already glued down).

Last but not least the kids slid their hands inside the bags and made their turkeys talk, sing, and gobble!

I have NEVER seen such pure joy and excitement out of a group of kids.  They were all grins, smiles, and even vibrating with happiness.  I had no idea puppets were such a big deal for these kiddos - we will most definitely be making puppets again this year!!! 

First Adventures with kiddos in CI and EI Classrooms

This is the first time that I have ever had self contained CI and EI groups of kiddos.  All students I have ever had up to this point have been integration for art class.  So needless to say I a total newbie at what I should be doing, how to structure projects and even how to manage the energy.

My very first project with them went something like this:

I cut clear contact paper 12x18 sections.  I then took black construction paper, placed the smooth side of the contact paper on the black, then peeled off the backing - taped down the edges to the table.  I did this so that the students knew where the contact paper was easily and I taped it down so that it wouldn't fold in on itself when the students stuck themselves/paper to the sticky side.  (I did learn to tape down ALL sides really well when doing this -- I only did the short sides and it wasn't enough for many sensory energetic students).  For one of my students who is vision impaired I taped sand paper around the edge of their paper - and for another student in a wheel chair I taped their paper to a giant clipboard.  I want to be as adaptive as possible from the beginning.

Next I prepared buckets with chunks of tissue paper.  When students arrived I asked to see their muscles and asked them if they were strong enough to tear paper!!  They then tore paper into small pieces and stuck it to their contact paper.  This was fun to watch as some students didn't rip, others did, and then there were some that just want to stick their hands to the contact over and over.  It was interesting to watch their different sensory levels.

After students were done with the tissue paper - I prepared another area with white construction paper the same size as the contact paper.  Here I provided students with DARK colored markers and asked them to free draw me a picture.  Some students drew their families in a recognizable format - others scribbled their pictures - but had plenty to say.

When students were done drawing we stuck their drawings to their tissue paper contact paper.  The tissue magically colored their drawings -- students LOVED their creations.  I wanted to hang them in the hall but they all were far too attached to let me keep them.  I made sure to snap a few pictures before they took their creations home.

I did this with both of my groups and while the higher skilled students succeed in this projects - and my lower group struggled a little.  I had two kids in the other group try and eat the tissue paper, one just sat and stared at me, and one laid on the floor all class.

Needless to say it will be a new adventure for me teaching kiddos in the CI and EI rooms.  I am excited for the challenge as I am sure some of my lessons/activities will be amazing and others will fail miserably.  I will post about both throughout the year.