VIDBE-Q 2025 Volume 70 Issue 2
Leslie Walsh, Indiana School for the Blind and Visually Impaired,
LWalsh@isbvik12.org
David Ray Gutierrez Miranda, Purdue University,
dgmirand@purdue.edu
Jasmine Begeske, Purdue University, begeske@purdue.edu
Engaging students with visual impairments (SVI) in two-dimensional art
processes such as painting can be intimidating for some classroom teachers. The
visual arts are important for all students to experience. SVI can and should be
included in the art curriculum and art-based activities (Begeske, et al 2023). The
arts can empower SVI and be a creative outlet that can improve their self-esteem,
tactile skills, and fine motor skills (Potočnik et al., 2025; Wittenstein & Sovin,
2024). However, teachers may lack knowledge of how to support SVI in their
classrooms during painting activities, especially when independence is prioritized.
As a result, the purpose of this article is to outline some antecedent-based
Antecedent Adaptations of Materials
for Increased Independence of Students with
Visual Impairments While Painting
