Table of ContentsView AllTable of ContentsBenefitsChallengesModels for InvolvementTips
Table of ContentsView All
View All
Table of Contents
Benefits
Challenges
Models for Involvement
Tips
When a child isdiagnosed with autism, the focus is usually on helping them manage daily life as typically as possible. Behavioral and developmental therapies focus on speech, social skills, and self-regulation, whileoccupationalandphysical therapieshelp build skills like handwriting, throwing, and kicking.
From some parents’ or guardians' point of view, just getting through a normal day can be challenging. The idea of introducing artistic creativity into the mix can seem unnecessary or even overwhelming. However, research shows that dance and visual art can and do improve the lives of people on the spectrum.Music, too, is powerful.
Not only do arts therapies improve social skills and engagement, but active participation in community arts programs can enhance inclusion, self-confidence, and communication. Just as importantly, many autistic childrenhave strong skills in artistic expression and enjoyits many forms.
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Benefits of the Arts for an Autistic Child
Depending on the individual, just a few of those benefits include:
While children with Level 1 (low support needs) autism may (or may not) be able to access arts education along withneurotypicalpeers, autistic children with more intense traits may find it impossible. That’s because school-based arts education relies on children having a range of skills and abilities that are not available to many autistic children.
For example:
Perhaps the biggest challenge to autistic children who are becoming involved with the arts is the assumption that the arts are less important to their development than the ability to participate in typical academic classes, sports, or activities of daily living. “If they can’t make it through Walmart,” the thinking goes, “how will they ever learn to play the piano?”
Models for Involvement in the Arts
There are four possible models for involving an autistic child in the arts: inclusive arts programs, segregated (“disability”) arts programs, therapeutic arts programs, and private art instruction. Each of these has its pros and cons, both for the child and for the neurotypical children and/or adults involved.
Inclusive Arts Programs
In theory, school-based arts instruction should include autistic children with their neurotypical peers in a universally accessible arts program. In other words, the teacher should be able to provide a range of modifications that make it possible for every child to participate at their level.
This is relatively easy (in some cases) when the focus is on the visual arts, because each child works at their own pace on their own project. In addition, many autistic children have real strengths in visual art. However, it becomes trickier when children must work together as a team in a band concert, theatrical presentation, or dance event.
Inclusion can be an ideal option if support is available to help the autistic child with executive planning, avoidsensory overload, and express themselves through art.
Not only does the autistic child become a functional member of the group, learning the same skills of self-expression as the rest of the class, but their classmates get the opportunity to work with someone with different skills and strengths. Without support, however, inclusion can be difficult or even impossible for some autistic children.
Disability Arts Programs
It is always easier to work with autistic children in a setting tailored to children with disabilities. Atypical behaviors, developmental delays, and fine motor issues become irrelevant because the entire group shares most of these challenges.
In addition, disability settings are set up to include support staff who can work one-to-one with a child who needs extra help for any reason. There are several downsides, however, to disability art programs.
It is rare for a disability art program to teach students the same skills as their neurotypical peers. As a result, the autistic child doesn’t have the opportunity to build skills they would need to progress in the arts—such as brush skills, harmonic singing, appropriate behavior backstage or during a concert, etc.
Another major problem with disability arts programs is the reality that most lower expectations to a significant degree. In many cases, autistic children are not encouraged to improve or build on their abilities. Projects are often pre-prepared, making it difficult for children to express their own artistic ideas.
Therapeutic Arts Programs
Most research on autism and the arts relates to arts therapies, including a wide range of options such asart therapy,music therapy, drama therapy, dance therapy, and more.
Art therapy for autistic children focuses not on the art itself but on the use of artistic techniques to build social, communication, and emotional skills. Art therapy is usually provided one-to-one and customized to the specific needs of the child.
Research findings are very positive for art therapy. Most children do well, enjoy the experience, and build important skills. Art therapy, however, is distinct from arts instruction.
A child who spends a year in music therapy, for example, may build social skills without increasing musical skills. On the positive side, art therapy is an effective tool for addressing core traits of autism. It is, however, not a form of arts instruction.
Private Art Instruction
Private art instruction is an ideal option for those who can afford it (or who can provide it for their children). Not only is it possible, in a one-to-one setting, to help a child build skills in their own way at their own pace, but it’s also possible to focus on the child’s specific interests, abilities, and challenges.
Autistic children learn differently from their neurotypical peers. An instructor with a “toolkit” of teaching options can often find just the right tool to unlock an autistic child’s special abilities.
Of course, the major downside of private art instruction is cost. Piano lessons can cost up to $60 per hour, and a piano teacher capable of working with an autistic child might charge even more.
On the other hand, most parents or guardians have the skills to work with a child on drawing, painting, and singing, if they have the time and temperament to go that route.
Tips for Helping a Child Explore the Arts
The choice of teaching method will depend largely on a child’s abilities, interests, and behaviors—and on a family’s own budget, availability, and skills. There are, however, ways to ensure that an autistic child gets the most out of any art experience.
3 SourcesVerywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Edwards BM, Smart E, King G, Curran CJ, Kingsnorth S.Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes.Disabil Rehabil. 2020;42(4):574-585. doi:10.1080/09638288.2018.1503734Janzen TB, Thaut MH.Rethinking the role of music in the neurodevelopment of autism spectrum disorder.Music & Science. 2018 January. doi:10.1177/2059204318769639Newman-Godfrey A, Stichter L.Visual arts curriculum for students with autism spectrum disorder. In: Chiang H-M, ed.Curricula for Teaching Students with Autism Spectrum Disorder. Springer International Publishing; 2017:161-193. doi:10.1007/978-3-319-69983-7_8
3 Sources
Verywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Edwards BM, Smart E, King G, Curran CJ, Kingsnorth S.Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes.Disabil Rehabil. 2020;42(4):574-585. doi:10.1080/09638288.2018.1503734Janzen TB, Thaut MH.Rethinking the role of music in the neurodevelopment of autism spectrum disorder.Music & Science. 2018 January. doi:10.1177/2059204318769639Newman-Godfrey A, Stichter L.Visual arts curriculum for students with autism spectrum disorder. In: Chiang H-M, ed.Curricula for Teaching Students with Autism Spectrum Disorder. Springer International Publishing; 2017:161-193. doi:10.1007/978-3-319-69983-7_8
Verywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
Edwards BM, Smart E, King G, Curran CJ, Kingsnorth S.Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes.Disabil Rehabil. 2020;42(4):574-585. doi:10.1080/09638288.2018.1503734Janzen TB, Thaut MH.Rethinking the role of music in the neurodevelopment of autism spectrum disorder.Music & Science. 2018 January. doi:10.1177/2059204318769639Newman-Godfrey A, Stichter L.Visual arts curriculum for students with autism spectrum disorder. In: Chiang H-M, ed.Curricula for Teaching Students with Autism Spectrum Disorder. Springer International Publishing; 2017:161-193. doi:10.1007/978-3-319-69983-7_8
Edwards BM, Smart E, King G, Curran CJ, Kingsnorth S.Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes.Disabil Rehabil. 2020;42(4):574-585. doi:10.1080/09638288.2018.1503734
Janzen TB, Thaut MH.Rethinking the role of music in the neurodevelopment of autism spectrum disorder.Music & Science. 2018 January. doi:10.1177/2059204318769639
Newman-Godfrey A, Stichter L.Visual arts curriculum for students with autism spectrum disorder. In: Chiang H-M, ed.Curricula for Teaching Students with Autism Spectrum Disorder. Springer International Publishing; 2017:161-193. doi:10.1007/978-3-319-69983-7_8
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