In schools, the act of drawing is often pigeonholed to specific areas of academics and instruction. It is observed in lower elementary grades as a constant, but less and less as students progress through higher level grades.

Drawing may be used occasionally as a part of an ELA, math or science lesson, and it is viewed as a developmental step to writing. As writing begins, drawing use is often reduced as the printed word takes the place of the illustrated word.

However, drawing needs to be emphasized in instructional methods, and it is an important tool for students with learning disabilities.

L.S. Vygotsky is a founding sociocultural education theorist from whom many educators and researchers have learned to develop educational curriculum and instruction. In his 1978 book "Mind in Society," Vygotsky indicated drawings represent children's narrative thought and encourage discussion. He referred to this as graphic speech, necessary for children to learn and interpret their worlds.

Drawing is an educational strategy that nurtures students' interests and encourages participation in instruction. There is a language connection among seeing, telling, drawing and writing. Drawing takes a thought and makes it a visual image to share with others in communication. Drawing and writing are both graphic representations of words.

Artistic expression enables students with learning disabilities to show what they know by using personal expression in the modality of drawing. This can provide teachers with another valid measure of determining what students understand.

Students with learning disabilities are often developmentally behind their same-age peers. Because of this, students may not be ready to write letters, words, sentences or whole thoughts at the same time as others. Yet the expectation may be to write to communicate their thoughts.

Drawing would allow students who are not ready to form letters or use written language to communicate. Students could include storytelling about their drawing, as their language to communicate.

Illustration is an important first step to composing a writing piece at any level. Many times, illustrations are drawn after writing to give extra emphasis to what has been written.

When drawing is used as a first step, it can be the instructional method for gathering and organizing ideas before writing. It can be used as a clarifying step to make sure information is accurate before being written. At times, drawing is appropriate as the final piece, as in wordless stories or books.

Drawing can be paired with listening to texts, lectures or conversations to record what has been heard. The visual representation of what was heard can then be clarified with those who presented the oral material. The student can discuss what he heard and ask clarifying questions to make changes to his drawings and to his understanding. The drawing is a means of strengthening learning.

Using drawing to develop concept maps is another important tool for reinforcing learning for students with learning disabilities. It can be used as a template to introduce new learning, to take notes about current learning, or to illustrate previous learning.

Students can draw and use minimal words to illustrate a concept. A student defines how terms relate to a concept and within the concept by drawing boxes that connect to the main concept. In the boxes, the students draws ideas to help understand and explain the concept.

Concept maps can be used at any age. The concept maps can be simple — with one or two boxes attached to the main term — up to an endless number of boxes for a more complex concept. This is an excellent use of illustration for demonstrating understanding.

Drawing is a noteworthy means of communication. Artists communicate with no words yet communicate loudly to those who appreciate their work. Students with learning disabilities, at times, need a significant way to communicate their knowledge of what they have learned, when they have difficulty using the written word.

Drawing has been noted as necessary for students to interpret their worlds by Vygotsky. Students with learning disabilities can use drawing when learning a new concept, while developing new learning, and while demonstrating what they know.