One of tutors came to my office and showed me one of Otori-chan's drawings. Her drawing was a still life painting and she was supposed to use a cone, square, and circle objects. The assignment was to understand the relationships between the objects and draw the objects on a paper. When I looked her drawing, there was something wrong. From her drawing, it showed that Otori-chan could not see the relationships between the objects, such as which object is front, middle, and back. In stead, Otori-chan drew all the objects side by side, and there was no relationships. The tutor explained me that she was trying to explain the object's relationships in many ways. When the tutor explained, Otori-chan could tell the relationships, however when Otori-chan needed to apply in to the paper, she could not draw what she saw from the life.
Some ASD students with developmental disability have the same difficulty of being able to understand the relationships between the still life objects and put them on a paper.
After the tutor was trying to figure out the ways for Otori-chan to understand the spacial relationships, one of her ideas was to use a grid (graph). It seemed Otori-chan understood better about the relationships between the objects and was able to draw the objects better. Although using a grid was a helpful tool, we are still searching for a way to solve the problem.
Some ASD students with developmental disability have the same difficulty of being able to understand the relationships between the still life objects and put them on a paper.
After the tutor was trying to figure out the ways for Otori-chan to understand the spacial relationships, one of her ideas was to use a grid (graph). It seemed Otori-chan understood better about the relationships between the objects and was able to draw the objects better. Although using a grid was a helpful tool, we are still searching for a way to solve the problem.
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