Art therapy for children with special needs
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Art therapy for children with special needs
Art therapy is a form of therapy that uses the creative process of making art to help individuals address emotional and psychological issues, promote self-awareness, and enhance overall well-being. Children with special needs, such as those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or developmental delays, can benefit greatly from art therapy as a means of expression and communication.
Art therapy for children with special needs focuses on creating a safe and supportive environment that encourages creativity, self-expression, and emotional regulation. By engaging in the creative process, children can develop fine motor skills, improve social skills, and build self-esteem. Art therapy can also provide a means for children to express themselves in ways that may be difficult through traditional verbal communication.
One of the key benefits of art therapy for children with special needs is the opportunity to engage in sensory experiences. Children with sensory processing difficulties may have trouble processing information from their environment and regulating their responses to it. Art therapy can provide a means for children to engage in sensory experiences in a controlled and supportive environment. For example, using different textures and materials in art projects can provide sensory input that can be calming and regulating for some children.
Another benefit of art therapy for children with special needs is the opportunity to engage in nonverbal communication. Children with ASD or other developmental delays may struggle with verbal communication or may have difficulty understanding social cues. Art therapy can provide a means for these children to communicate their thoughts and feelings through nonverbal means, such as through the use of color, texture, or movement.
Art therapy can also be helpful for children with ADHD by providing a means for them to focus and regulate their attention. Engaging in the creative process requires concentration and attention, which can be challenging for children with ADHD. Art therapy can provide a structured and supportive environment for children to engage in activities that promote focus and attention.
Art therapists working with children with special needs often use a variety of techniques and modalities to engage children in the creative process. These may include visual art activities such as drawing, painting, or collage-making, as well as music and movement-based activities. The therapist may also incorporate play-based activities or storytelling to engage children in the therapeutic process.
In addition to the benefits outlined above, art therapy for children with special needs can also help promote self-esteem, emotional regulation, and social skills. By engaging in creative activities, children can develop a sense of mastery and accomplishment, which can improve self-esteem. Art therapy can also provide a safe and supportive environment for children to explore and regulate their emotions, which can be particularly helpful for children with anxiety or other emotional difficulties. Finally, art therapy can help children develop social skills by engaging in collaborative activities and learning to communicate effectively with others.
In conclusion, art therapy can be a powerful tool for promoting emotional and psychological well-being in children with special needs. By engaging in the creative process, children can develop fine motor skills, improve social skills, and build self-esteem. Art therapy can also provide a means for children to communicate their thoughts and feelings in ways that may be difficult through traditional verbal communication. Art therapists working with children with special needs use a variety of techniques and modalities to engage children in the therapeutic process, and can help children develop a range of skills that promote overall well-being.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Art therapy for children with special needs
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