Abstract
This review critically examines Artful Instruction: Making Art Accessible for Individuals Who are Blind or Have Low Vision (Bettes et al., 2024), a comprehensive guide aimed at art educators working with students who are blind, deafblind, or have low vision. The book’s central thesis emphasizes the artistic process over the final visual product, fostering self-expression, confidence, and independence among visually impaired learners. The authors integrate the Expanded Core Curriculum (ECC) framework to highlight the development of critical life skills alongside artistic development. This review discusses the book’s broad coverage of diverse art media, the thoughtful inclusion of technological adaptations to enhance accessibility, and practical tactile techniques facilitating multisensory engagement. Ethical considerations regarding respectful instructional touch and autonomy are also emphasized as essential pedagogical components. The review concludes that Artful Instruction provides a vital resource that redefines traditional art education into an inclusive practice, empowering students through creativity and personal expression. This synthesis offers educators nuanced insights into accessible art teaching methodologies and advocates for a holistic, equitable approach to art education for low incidence populations.
DOI
10.5703/1288284318588
Keywords
art education, visual impairment, accessibility, tactile techniques, Expanded Core Curriculum, multisensory adaptations, self-expression, creative process, technological adaptations, ethical teaching practices
Date of this Version
4-1-2026
Recommended Citation
Czaplewski, Bradley J.
(2026)
"Artful Instruction: Making Art Accessible for Individuals Who are Blind or Have Low Vision,"
Journal of the Arts and Special Education: Vol. 6
:
Iss.
1,
Article 7.
DOI: 10.5703/1288284318588
Available at:
https://docs.lib.purdue.edu/jase/vol6/iss1/7
