Ashley Flinn

Instructor Christina Nipper-Karnowski

ART 300 Elementary Art Methods (VB)
26 October 2014
Simple Bookbinding & Journalling in Nature for Kids with Emotional Disturbance Disabilities
The category of Emotional Disturbance as dened by the Individuals with Disabilities
Education Act (IDEA) is as follows:
A. The term means a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely a#ects a childs
educational performance:
(i) An inability to learn that cannot be explained by intellectual, sensory, or health
factor
(ii) An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers.
(iii) Inappropriate types of behavior or feelings under normal circumstances.
(iv) A general pervasive mood of unhappiness or depression.
(v) A tendency to develop physical symptoms or fears associated with personal
or school problems.
B. The term includes schizophrenia. The term does not apply to children who are
socially maladjusted, unless it is determined that they have an emotional disturbance
(2004).
This and other categories dened by the IDEA, are not strictly medical or scientic categories,
but are meant to provide legal coverage for all people with disabilities. However, this category
does correlates to the category of Emotional/Behavioral disorders as contained within the
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V). This includes the
following disorders: anxiety disorders (generalized anxiety disorder, obsessive-compulsive
disorder, etc.), post-traumatic stress disorder, attention-decit hyperactivity disorder, autism
spectrum disorders, bi-polar disorder, personality disorders (including borderline personality
disorder), depression, dissociative disorders, eating disorders, and gender dysphoria;
disruptive, impluse-control, and contact disorders (including antisocial personality disorder and
oppositional deant disorder); and schizophrenia. This covers such a wide variety of disorders
that many medical professionals have advocated changing the language in the IDEA to match
how medicine categorizes them, and lessen confusion in education about what kids can be
considered for Special Education services (PACER Center). In a study done by the Center for
Disease Control and Prevention, 13 percent of children ages 8-15 had been diagnosed with an
emotional/behavioral disorder in the previous year (National Institute of Mental Health).
Considering the prevalence and variety of disorders, it would be very di$cult to
promote one art activity to suit the entire category of emotional disturbance dened by the
IDEA. That being said, art and creative therapies can be very useful in helping children with any
of these disorders. Art provides a safe way to express and explore their feelings and
experiences. More importantly, it gives them a way to manipulate and control their physical
world. Many of the disorders listed previously can be worsened or triggered by the child feeling
of a lack of control, especially anxiety disorders and depression. Activities which allow a large
degree of control and customization/ownership over the nal creation are well-suited to
children with emotional/behavioral disorders. Hard to manipulate materials and overly-di$cult
methods should be avoided. The following activity is well suited to older children (5th grade
and up), and will be helpful for children with anxiety disorders, depression, PTSD, among
others.
The practice of journalling is very helpful for all kids, but can be particularly therapeutic
for children with emotional and behavioral disorders. Leading children through making their
own journals and sketchbooks increases the likelihood that they will engage in journaling and
sketching, because they get to choose colors and textures of paper and thread that resonate
with them. Children who have sensory issues (dont like the feel or sound certain things, etc.)
will also benet from this project, as they can choose papers that dont trigger problems. To
further benet the children, taking them outside to sketch and paint in the handmade books,
and if budget and time permit, perhaps visit a local park for a short walk (for example, Tuttle
Creek Lake has some excellent nature trails), will help sooth and invigorate them even more.
Children with ADHD experience relief of their many negative symptoms when they are in nature
(Rosenow 2). There are many benecial skills to be learned in bookbinding for children of
various learning abilities: ne craftsmanship and attention to detail, ne-motor skills (hand-
sewing is a great way to hone this skill), measuring, and manipulation of a at surface (sheets
of paper) into a 3D object (bookbinding exercises visual-spatial skills, because you can
anticipate the next steps because of various binding patterns).
A simple binding structure would be best for this activity.
If working with older children or gifted children, a more
complicated structure can be used. The two best types of non-
adhesive binding would be pamphlet and Japanese stab. If a
hardcover journal is desired, an easy solution is a Japanese
accordion sketchbook. If making a hardcover book, student can
bring in scraps of fabric that they like the look or feel of to make
the covers. Materials for bookbinding can be expensive, but
cheaper alternatives are available. Instead of dense, acid-free
binder board, students can use salvaged
cardboard or thick chipboard. Embroidery
oss or yarn can be used in place of linen
thread. Bone folders are easily replaced with wooden
spoons or dowels. Children can collage or paint their
own covers, and everything is very customizable.
Hardcover accordion book instructions can be
found here. Pamphlet stitch and Japanese Stab
Fig. 1 and 2: Hardcover Japanese accordion
journal, and supplies needed.
Photos and styling by Claire Dalgliesh (Makhijani).
instructions can be found on a number of
websites and books. There are many excellent
instructional videos available online as well. The
video series on YouTube by Sea Lemon is
especially helpful both for bookbinding tutorials
and bookbinding supplies, substitutes, and tips. Tools for pamphlet stitch and Japanese stitch
include something to poke holes (pushpins work great for this, or you can do it for the kids
beforehand), a bone folder or substitute, a
needle, thread or yarn, a ruler, pencil, and
scissors. I recommend doing this activity with
multiple adult helpers in the classroom, or with
an ELMO projector. This project will take 3-4
class periods to nish based on previous
lessons I have taught.

Fig. 3 and 4: 5-hole pamphlet stitch binding
Photos and styling by Claire Dalgliesh (Makhijani).
Fig. 5: Japanese 4-hole Stab binding.
Photos and styling by Claire Dalgliesh (Makhijani).
Works Cited
An Act to Reauthorize the Individuals with Disabilities Education Act, and for Other Purposes.
(Short title: Individuals with Disabilities Education Improvement Act of 2004). (PL
108-446, 4 Dec. 2004). IDEA.ed.gov. U.S. Department of Education. Web. 22 Oct. 2014.
Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Arlington, VA: American
Psychiatric Association, 2013. Print.
Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Accordion Book." Design Sponge.
Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.
Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Five-Hole Pamphlet Stitch. Design
Sponge. Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.
Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Japanese 4-hole Stab Binding
Design Sponge. Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.
National Institute of Mental Health. U.S. Department of Health and Human Services. Web. 22
Oct. 2014.
PACER Center: Champions for Children With Disabilities. What Is An Emotional or Behavioral
Disorder?. Minneapolis, MN: Minnesota Department of Education, 2006. Web. 22 Oct.
2014.
Rosenow, Nancy. Teaching and Learning about the Natural World. Young Children. January.
2008: 1-4. Print.