support document

To communicate is to share something. To communicate the child uses not only verbal language but also several means of expression.

In the process of child development, drawing is one of the first means of graphic expression. It is a way of studying children’s way of thinking, of learning and playing. It comes before written communication as the vocabulary of graphic expression is just the unique combination of lines and shapes and the creation of original symbols. Writing demands the structured learning of already made symbols and codes, created a long time ago by others and with a complex grammar that the child will only master much later.

The society in which we live is used to value verbal and written language as an indispensable tool to communicate. Even when communicating through an image, a painting or a sculpture, there is almost a search for a written or spoken interpretation of its significance.

Because we are used to value verbal and written language as a privileged means of communication, we often forget other languages with more accessible grammars to children with disabilities or learning disabilities.

People with intellectual disabilities in general have more communication barriers than other persons. Sometimes verbal language represents an obstacle especially in the case of persons with autism (50% do not speak).

Therefore we have to use other means of communication. Art is a privileged one. Across the years it has been the most important vehicle of knowledge, conveying living experiences and feelings of the human being.

The languages of drawing, painting or sculpture are more accessible to children who do not speak or do not use functional language. In Art the individuals create their own symbols. The iconic discourse is global, non categorized, non structured or integrated. Communication becomes easier.

Art has always been the greatest vehicle of expression of human beings. It is an added value for a child with disability. It is through Art that children show what they know, understand and feel. Their productions can be of equal value or better than those of their so called “normal” colleagues. They are a valuable contribution to social interaction and therefore to inclusion. They can also contribute to self esteem of the person with autism and to their Art appreciation.

In a general way they:

• Stimulate the senses through the exploration of media and material;
• Contribute to develop language;
• Help cognitive development
• Foster curiosity, creativity and sense of control of the situations;
• Permit adaptations and modifications of things and objects;
• Provide suggestions to alternative educational strategies;
• Contribute to improve attention and concentration;
• Contribute to improve motor skills
• Develop social interaction.

Autism and Creativity

Practicing and enjoying Music, Painting and Sculpture is the right of every Human being. All persons with Autism, even the most disabled ones, have the right to benefit from Culture as a producer as well as a consumer, according to the Charter of Rights.

Autism is a pervasive disorder of Child development. Drawings of children with autism do not follow the usual pattern of children’s graphic development. There are some gifted children with autism, sometimes aged 4 or 5, whose drawings seem to be made by adolescents. That is the famous case of Nadia: when she was three years old, she showed in her drawings of animals an exceptional artistic talent.

People with autism have “islets of intelligence” in certain areas, mathematics, music, drawing or painting where they perform with unusual capacities. Stephen Wiltshire’s drawings of houses are considered of great artistic value by well known experts.

On the other hand, even low level functioning persons with autism sometimes can be creative and innovative through artistic expression. It is the case of the paintings by Francisco Leão from Portugal.

“Art and creativity are part of life in society. People with intellectual disabilities must have the opportunity to participate in Art and creativity.”  (Françoise Jan, Inclusion Europe).

Creativity can be demonstrated in different ways. We must be open to accept the unique works of autistic persons as they are, without prejudices or preconceived and stereotyped criterion. They are simultaneous ways of communication and of interaction.

Among the different media we can explore with persons with autism, painting is one of the most privileged ones related to freedom of expression, use of materials, etc.

Finger painting, for instance:

• Offers less difficulties,
• Makes a connection between body movements and the media,
• The support is more available and has more flexibility than the usual ones,
• The colours can be more easily mixed and combined
• Needs less sophisticated materials

Several world art exhibitions since 1997 have been organised by Autismo Burgos with the collaboration of Autisme-Europe. They disseminated the value of art productions by persons with autism and contributed to show the beauty of art works made by children, adolescent and adults with autism.

They are available at the web page www.autismoburgos.org

Isabel Cottinelli Telmo, Vice-President Autisme-Europe, President of Portuguese Federation for Autism

Link 43, August 2005