Which of the following is not an appropriate guideline to use when tailoring art activities for differently abled children with special cognitive or communication needs?
a. Break multistep activities into small steps.
b. Build various levels of difficulty into activities.
c. Provide written, step-by-step directions for each activity.
d. Encourage children to talk about their art or to dictate words or sentences to share to accompany what they have created.
ANSWER: c
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