Sometimes the teacher may provide tools that can assist in drawing or crafting. This might include larger grip tools, bigger brushes, or tools that help steady hand movements.
See the next section of this page to look at some adaptive tools.

Provide sheets that guide students on which colors to use where. For instance, areas to be colored blue could be lightly shaded or marked with a 'B'.
This can also be created by the Peer Collaborator while the student works on a project. If the student is having challenges finding where to put their marks on the paper (and this is approved by the teacher), the Peer Collaborator can mark or write on the page where they can place different colors or shading values.

This is a cyclical process. First, the peer collaborator demonstrates the step. Then the student practices the step. Finally, both review the student's work together, making adjustments and preparing for the next step.

Dictation is when your peer describes their art idea out loud, and you help by writing or drawing based on what they say. When your peer begins to describe their art concept, pay close attention to every detail they mention. If they're describing a concept, jot down the main ideas for them. If they are answering a question, write down what they say exactly. You can ask them if you need them to repeat something or to clarify their wording. Their ideas should be as clear as you can make it, but you should not write your ideas for them.

This involves physically guiding a student's hand to help with drawing, painting, or crafting. This method allows the student to feel the motion and technique required, reinforcing muscle memory. Both the Peer Collaborator and student should feel comfortable with physical contact before attempting this method.

Using interactive or magnetic drawing boards, students can easily erase and retry their drawings under the guidance of their peer collaborators. This will help if the student needs more practice with drawing or painting something needed for a project that is proving challenging to them.

Sit facing the student. Start drawing or crafting something while the student tries to mirror your actions in real-time.

Peer collaborators can help with an art project by providing students with a partially completed drawing or painting, and they can finish the rest. For instance, if the project is to draw a tree, provide a drawing with the trunk and one or two branches, and let the student complete the remaining parts. This can be done by assisting the student if they get stuck on a spot in their artwork, or by giving them something to get started. If you are helping them get past a difficult spot, make sure that they still engaged by telling you what to draw/paint. The partially completed task can be done before the class begins or made during the class, depending on the task.

The teacher or peer helps a student with a hands-on process. Some things to keep in mind:
Ask First: Always ask the student if it's okay to help them hands-on. It's essential they feel okay with it.
Show Them: First, show the student how to do the action. This gives them a chance to see and try it.
Guided Help: If they still have trouble, gently guide their hand to help them make the correct movement.
Lessen the Help: Over time, reduce the amount of help you give. Ideally, they'll start doing the action by themselves.
Encourage: Always give positive feedback! Telling them they're doing a good job can boost their confidence.
Always Be Kind: Make sure the student is always comfortable. Some might feel nervous, so being gentle and understanding is key.

The peer collaborator draws a line or shape, and the student immediately replicates it right next to or below the original, mimicking the shape or technique. This should be done slowly, step-by-step, to make sure the student is able to follow along.

For crafts or complicated drawings, you may be provided with materials in step-by-step packets. The student and Peer Collaborator move through the packets one by one, completing each step before moving to the next.

Visual cards or steps on a paper can be made that show each step of the drawing or crafting process. Peer collaborators can point to or hold up each card as students move through the steps.

Provide students with stencils or traceable images, which they can trace over. This method can help them gain confidence in their drawing skills and understand shapes and lines better. A stencil can also help with painting "inside the lines" of an artwork.

As the student works, the peer collaborator offers consistent verbal prompts. For instance, saying, "Now let's draw a circle for the sun," or "Let's use the blue color now."