shows pictures of her son’s artwork, which
she saves on her computer. Family members
describe Jacob’s autism as a “superpower,”
because he notices details that other people
don’t. He is sensitive to smells and sounds.
He is energetic. Jenn notices that “the only
time he is quiet and calm at home is when he
is doing art.”
“I know that if it’s quiet, and I don’t see
Jacob, he is building or drawing,” she says.
“Just to color something simple chills him
out. I always keep paper and a pen with
me, so that he can use them, especially in a
restaurant or the mall.”
Jenn does not consider herself artistic,
but she and Jacob’s father support his cre-
ativity by allowing him to build and create
when he wants to. He has made medieval
castles and has built models of blood pres-
sure monitors. They encourage him to talk
about what he creates.
Enjoy the Process
The key for parents is not to set the bar
too high or to direct their child. Some chil-
dren enjoy the sensory experience of using
art materials, and their “artwork” may be
scribbles or amorphous lumps of clay. Other
children with learning differences produce
visually sophisticated pieces. Here are some
guidelines that art therapists use in school:
