1. (based on Educational Leadership Policy Standards) Created and Implemented by Annie Jacobs The Balance Between Classroom Practices and Building Relationships

2. Interventions For Successfully Meeting the Needs of Autistic Students in the Inclusive Art Room Setting The Balance Between Classroom Practices and Building Relationships The Balance Between Classroom Practices and Building Relationships

3. Problem The problem is 20% of the autistic students at Murray high school do not experience success in the inclusive art room setting. The problem is 20% of the autistic students at Murray high school do not experience success in the inclusive art room setting.

4. Goal The goal is for 100% of the autistic students at Murray high to experience success in the inclusive art room setting. The goal is for 100% of the autistic students at Murray high to experience success in the inclusive art room setting.

5. Evidence According to collected data, 80% of autistic students at Murray are responding with behaviors and quality work representative of assignments and positive student achievement. According to collected data, 80% of autistic students at Murray are responding with behaviors and quality work representative of assignments and positive student achievement.

6. Evidence Of the autistic students at Murray, 80% use successful alternative visual, kinesthetic and oral communication to successfully present projects and score well on tests. Of the autistic students at Murray, 80% use successful alternative visual, kinesthetic and oral communication to successfully present projects and score well on tests.

7. Evidence The remaining 20% of autistic students exhibit stress with traditional art lessons and materials in the form of ‘repetitive motor behaviors.’ The remaining 20% of autistic students exhibit stress with traditional art lessons and materials in the form of ‘repetitive motor behaviors.’ In general, 20% of autistic students display stress when faced with any art assignment. In general, 20% of autistic students display stress when faced with any art assignment.

8. Literature Review Evidence “[Individuals with autism] challenge us to perceive differently, think differently, feel differently, to stretch our imaginations’ to apprehend, even appreciate, an alternative world” (Mulholland 2008, p.24). “[Individuals with autism] challenge us to perceive differently, think differently, feel differently, to stretch our imaginations’ to apprehend, even appreciate, an alternative world” (Mulholland 2008, p.24). Some autistic students exhibit “stereotypical motor behaviors” (Loftin, Odom & Lantz, 2008) during group activities. Some autistic students exhibit “stereotypical motor behaviors” (Loftin, Odom & Lantz, 2008) during group activities.

9. Outcomes/Objectives There will be a 20% improvement in scores, behaviors, and quality work reflective in student achievement. There will be a 20% improvement in scores, behaviors, and quality work reflective in student achievement. The attainment of 100% positive interaction with peers and instructor will be observed in the inclusive art room. The attainment of 100% positive interaction with peers and instructor will be observed in the inclusive art room. Autistic students will gain a 20% improvement in visual, kinesthetic and oral communication and present projects successfully Autistic students will gain a 20% improvement in visual, kinesthetic and oral communication and present projects successfully This improvement will be observed and documented bt the end of the school year. This improvement will be observed and documented bt the end of the school year.

10. Outcomes/Objectives Positive social interaction will improve by 20% Positive social interaction will improve by 20% A 20% decrease in the incidence of stress displayed through ‘repetitive motor behaviors’ will be observed during art lessons and with use of materials. A 20% decrease in the incidence of stress displayed through ‘repetitive motor behaviors’ will be observed during art lessons and with use of materials. An improvement of 20% less stress in autistic students at Murray will be observed with art assignments, in general. An improvement of 20% less stress in autistic students at Murray will be observed with art assignments, in general.

11. Literature Review Evidence “Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypes.” (Loftin, Odom, & Lantz, 2008). “Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypes.” (Loftin, Odom, & Lantz, 2008).

12. Causes Some teachers may not be equipped to identify, strategize and use evidence-based interventions due to lack of professional development per the profile of the autistic students at Murray. Some teachers may not be equipped to identify, strategize and use evidence-based interventions due to lack of professional development per the profile of the autistic students at Murray. Some autistic students may have low self- esteem. Some autistic students may have low self- esteem. Some autistic students may need alternative assignments to effectively communicate knowledge and understanding. Some autistic students may need alternative assignments to effectively communicate knowledge and understanding.

13. Causes Some autistic students may not know how to relate to other students in the inclusive setting. Some autistic students may not know how to relate to other students in the inclusive setting. Some autistic students need visual stimuli and single design strategies based on mastery with one-on-one support. Some autistic students need visual stimuli and single design strategies based on mastery with one-on-one support.

14. Solutions Principal must meet with art teachers to discover needs and areas of weakness and implement professional development to address areas of concern. Principal must meet with art teachers to discover needs and areas of weakness and implement professional development to address areas of concern. Principal must work collaboratively with art teachers and intervention specialist to accommodate the immediate needs of both teachers and students to create a less stressful and positive learning environment. Principal must work collaboratively with art teachers and intervention specialist to accommodate the immediate needs of both teachers and students to create a less stressful and positive learning environment.

15. Solutions Art lessons must be designed so that the objectives are meeting diverse learning styles in the inclusive art room. Art lessons must be designed so that the objectives are meeting diverse learning styles in the inclusive art room. Teachers will learn to identify autistic student needs by observation and diversifying based on discovery. Teachers will learn to identify autistic student needs by observation and diversifying based on discovery. Teachers will elevate student self-esteem by recognizing and celebrating all efforts. Teachers will elevate student self-esteem by recognizing and celebrating all efforts.

16. Solutions Teachers will provide opportunities for student interaction, team-building and problem-solving activieies. Teachers will provide opportunities for student interaction, team-building and problem-solving activieies. Teachers will create an equitable learning environment in the art room. Teachers will create an equitable learning environment in the art room. Teachers will acquire and implement differentiated learning skills. Teachers will acquire and implement differentiated learning skills. Teachers will use visual supports, individual and one-on- one instructional sessions based on mastery. Teachers will use visual supports, individual and one-on- one instructional sessions based on mastery. Continued data will be collected by observation, by product and test results by the end of the year. Continued data will be collected by observation, by product and test results by the end of the year.

17. Conclusion A positive attitude toward inclusion and toward collaboration, and the skills of the teachers related to the inclusion of special education students is essential. A positive attitude toward inclusion and toward collaboration, and the skills of the teachers related to the inclusion of special education students is essential. The positive changes will be implemented through professional development and a collaborative effort by principal, art teachers and intervention specialists. The positive changes will be implemented through professional development and a collaborative effort by principal, art teachers and intervention specialists.

18. Conclusion Most school failure is the measure of unsatisfying or disconnecting relationships in a student’s life. Most school failure is the measure of unsatisfying or disconnecting relationships in a student’s life. Building relationships is essential. Building relationships is essential. The inclusive art room which fosters positive and clear communication techniques with respect, safety, caring and sharing and structures in place to ensure student comfort with the environment is essential. The inclusive art room which fosters positive and clear communication techniques with respect, safety, caring and sharing and structures in place to ensure student comfort with the environment is essential.

19. References Loftin, R., Odom, S., & Lantz, J. (2008). Social Loftin, R., Odom, S., & Lantz, J. (2008). Social interaction and repetitive motor interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124-35. Retrieved February 28, 2010, from ProQuest Education Journals. (Document ID: 1495072181). behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124-35. Retrieved February 28, 2010, from ProQuest Education Journals. (Document ID: 1495072181). Mulholland, L. (2008). Nurturing Self-esteem in Your Child with Special needs. The Exceptional Parent, 38 (12), 36-37. Retrieved February 27, 2010, from ProQuest Education Journals. (Document ID: 1612434491). Mulholland, L. (2008). Nurturing Self-esteem in Your Child with Special needs. The Exceptional Parent, 38 (12), 36-37. Retrieved February 27, 2010, from ProQuest Education Journals. (Document ID: 1612434491).