| What happens when you invite 13 3rd, 4th and 5th | | | | it with found objects. The finished quilt will be hung in |
| graders with disabilities to participate in an art | | | | the main hall of the school for the enjoyment of all |
| project? A lot of fun, lots of learning and a stunning | | | | the students and staff. |
| quilt. Students in the CDC (Comprehensive | | | | The children's diagnoses included CP, Visual |
| Development Classroom) class created a quilt | | | | impairment, and Autism. IEP goals for this project |
| depicting the six pillars of character. The quilt was | | | | were varied. They included motor skills like fine motor |
| created with the primary goal of re-enforcing the | | | | coordination, writing, drawing, tying knots, and use of |
| semester-long classroom discussion about | | | | scissors. Cognitive skills included following directions, |
| trustworthiness, respect, responsibility, fairness, | | | | information retention, math, reading, spelling, |
| caring, and citizenship. | | | | communication, and attention span. Emotional skills |
| The students participated in every aspect of making | | | | included patience, pride, sharing, turn taking, dealing |
| the quilt. | | | | with schedule changes, and trying a novel activity. |
| Day one: They measured and cut the fabric. (Freezer | | | | Additional skills were learned when the students |
| paper was adhered to the back of the fabric to | | | | present the quilt over the school's close-circuit TV. |
| make it easier to handle.) | | | | They also wrote and illustrated a group report about |
| Day two: The students drew pictures with | | | | their experience. |
| permanent fabric markers, representing the various | | | | The residency was sponsored through a grant by the |
| character traits. | | | | VSA Foundation, which provides accessible art |
| Day three: The pillars were labeled and the sewing | | | | opportunities to students with disabilities. There was |
| began. Students were given the opportunity to | | | | also local support from two quilt shops and a quilting |
| operate the sewing machine and the iron. | | | | guild for this project. |
| Day four: The quilt top was completed and basted. | | | | (I wrote this article for first publication in ADVANCE |
| Day five: The students tied the quilt and embellished | | | | for Occupational Therapy Practitioners. |