Day 4 - Affordable Assistive Tech!

TASK A
AT OFF THE SHELF!


Bathtub Mat

-With grip and can be cut to size

-Similar to a move and sit cushion

-You could put a binder or book under it to position it on a slant

-This could be used with an individual who can’t sit still in their seat because of behaviour or attention challenges.

-This AT could be used with a student who is very capable of completing the class work, but needs some movement to stay focused in the classroom.

-It can also be used for students with bad posture to help keep them in balance.

 

Transparent Ruler

-Flexible transparent ruler with limited writing on it

-Can be utilized for reading, which allows a student with reading disabilities such as Dyslexia, to isolate a word or sentence, to help with comprehension.

-These flexible rulers are also good as fidget toys, for students with attention difficulties.

Shower Ring

-Shower ring or key loop can be used for students (or anyone) who have difficulty grasping smaller, irregular items.

-These could be hooked to anything, such as a toy, or even a student’s jacket zipper

-Helpful with a person who has fine motor difficulties

Tupperware container with dice

-See through Tupperware container with dice inside can be used for students to participate in games or to practice math skills such as addition

-Helpful for students who have difficulty with fine motor skills, such as grasping smaller objects

-This option allows the individual to participate quickly and easily, to keep up with peers

 

Pipe Cleaners

-Pipe cleaners could be used to wrap around a pencil for grip for students with fine motor challenges 

-The pipe cleaners can layer any writing utensil and can be easily removed

-Can also be used as a fidgety toy for students who have difficulty focusing on a task

-A simple, affordable solution

TASK B


AT INVENTION!

Materials needed:
-Squeeze bottle (dollar store)
-Pencil (or crayon, pen, etc)
-Rubber bands
-Sand and rocks (or sugar, or nuts as weights)

I have invented a low tech AT device which allows individuals with fine motor skill difficulties to be able to easily grasp a pencil, crayon, or other small writing utensil.  The device I created will allow students to squeeze the bottle to a size of their liking, by adjusting the amount of air inside.

To create the AT, I purchased a squeeze bottle at the dollar store and cut the tip off to create a hole large enough to hold a pencil.  The pencil fit in so tightly, one would have to bang on it to pop loose.  It is very easy to switch the pencil with another one, or a crayon.  The only downfall is the hole must stay the same size or the original pencil will not fit in again.  You could also tape these in place.

To add to this, I wrapped rubber bands around the bottle for gripping purposes, so it would not slide out of the individual’s hand.  A rubber band could be used for gripping on any writing utensil or object.   

Fine motor skills can create challenges for students trying to form their fingers around a pencil in the correct way.  This can also be a challenge for students with low muscle tone.  A weighted pencil can be beneficial for a student who writes too light.  This would prevent these individuals from becoming tired easily and increase their handwriting, making it legible.  To create a weight, I put rocks and sand in the container.  This could be adjusted, depending on the student and access to material.

AT INVENTION #2

 

Materials needed:
-Sponge (dollar store)
-Flexible cutting boards (dollar store)

A second AT I decided to create is a page stand.  It isn’t sturdy, but displays paper or cards on it.  This could be used for students with physical disabilities, who are in a wheelchair, or cannot bend over to follow along on a paper.  It could be used for vision challenges as well, allowing individuals to have notes from the board or overhead directly in front of them.

To create this, I bought a car sponge and flexible cutting board at the dollar store.  With a knife, I sliced a hole through the middle, as close to the bottom as possible, without cutting right through the sponge.  I then placed the cutting board into the crack of the sponge.  Paper or cards can be squeezed into the hole.  The size of the crack made would depend on the use of the stand (looseleaf or cardboard). 

TOY ANALYSIS

Shape-O

Evaluator name:  Shauna McNeil (Digout)

Store: Tupperware

Disability Category:              Rating:  **** or * stars

Physical                                    ___****___

Sensory                                    ___**___

Communicative                          ______

Cognitive                                  ___****___

Toy Company:

Price:                                        _$ 35_____

Box Age Range:                       __6 months + _____

# Pieces:                                   __10____

Washability:                              __Easy____

Storability:                                __Easy___

Directions:                                __Easy____

Play Locations:                         __Movable____

Adjustability:                             __----____

Levels of Play:                          __Basic____

Batteries:                                  __No____

Description general:

The Shape-O Toy can be used as a classic rattle, shape-sorter and counting toy.  It can be used with infants and the use can progress as they age.  The toy opens up and is filled with shapes.  It has open spaces for the infant to grab and shake as a rattle.  The shapes come out and can be sorted into groups which are similar to each other, and placed in the correct hole which matches the shape.  This can help develop coordination and dexterity.  The shapes can be used to organize and count.  Each piece has a number on one side and the corresponding number of dots on the other side to teach number recognition and counting.

APPLICATIONS FOR CHILDREN WITH DISABILITIES

Physical          Rating: ****

Description	This toy is the perfect size to be transported from place to place.  All the pieces fit inside so they can’t be lost.  It could be used on a person’s lap or table, therefore, suited for those individuals in a wheelchair.  The shapes are solid, large shapes which are easy to grasp.
Skills	Fine motor skills and dexterity are built upon as the child grasps the object to rattle, or a shape and tries to place it in the matching hole.  If the child is experiencing difficulty with this, you could use smaller shapes (bought at dollar store) and work your way up to the larger shapes.
Play Ideas	The child could use it for counting and or making patterns.
Adaptation Ideas	You could buy smaller shapes from the dollar store which match (they are basic shapes) the holes and are easier to use with children who have fine motor skill difficulties.

Sensory           Rating: **

Description	The blocks are large and colourful which would be stimulating for some children.  They are also solid and plastic.  A child with visual impairments could easily feel the shape to identify its name.  The sound it makes as a rattle would be stimulating as well, and is also a reward when a shape is successfully placed in the correct hole.
Skills	Colour recognition skills are built upon.  Gross motor skills are strengthened as the child lifts the shape and tries to squeeze in into the correct hole.
Play Ideas	Any child could find a use for this, even if visually or hearing impaired.  A child can feel the shape and the hole to identify a match.  It can be transported anywhere, and used as a ball to move around as well.
Adaptation Ideas	You can add other objects to the ball, such as a bell, to add to the noise when shaken.

Communicative          Rating:

Description	Children could talk and discuss the shapes, count together, or roll the ball back and worth.   Children to describe the shapes to an adult, or practice counting and grouping.
Skills	Children can work on their communication skills, describing and counting the shape together.
Play Ideas	Children can use the ball to practice counting together, communicating about the color and type of shape.  They can also use the toy to roll back and worth along the carpet to each other.
Adaptation Ideas	Children could trace the shapes or create smaller ones together.

Cognitive        Rating: ****

Description	There are a few ways to use this toy or build up to using it multiple ways, therefore, a use can be found for any child: rattling, counting, matching, etc.  Little hand movement is needed to grasp one of the holes and shake it.  Children can make patterns or line them up in any way.  It is attractive and creates noise and will keep the child stimulated for periods of time.
Skills	Problem solving skills are built upon to identify the correct hole to put the shape in.  Precision and motor planning are needed to put the shape in the correct hole.  Colour and shape recognition, counting (number concept), and memory are also skills to build upon.
Play Ideas	Mental processes will be built upon as children group the colours or shapes to make patterns.  Fine motor skills and dexterity are used when the shapes are squeezed into the correct slot, or hand movement when rolling the ball to a partner or two.
Adaptation Ideas	You could label the shapes with a name or number and do the same with the body to help children identify the correct hole.  This can be taken off after the child has recognition of the shape.

FEATURES AND BENEFITS          CHECK IF APPROPRIATE

X	Durable
X	High Contrasting Colours
X	Tactilely Stimulating
X	Visually Stimulating
X	Wide Age Range
X	Inviting Due to Uniqueness
X	Open-ended
X	Innovative
X	High quality
	Detailed
X	Hands on Approach to learning
X	Easy to grasp/hold
	One-piece unit
	Upright position for play
X	Other: Easy to transport

DEVELOPMENTAL PROCESSES PROMOTED

X	Visual attention
X	Visual tracking
X	Visual processing
X	Memory and recall
X	Cause and effect
X	Action concepts: in/out, push/pull, on/off, go/stop
X	Fine motor
X	Eye-hand coordination
X	Problem solving
X	Finger and hand control and dexterity
X	Physical range of motion
X	Deliberate finger movements
X	Precision
X	Directionality
X	Wrist rotation
X	Hand and finger grasp
X	Pointing, one isolated finger
X	Motor planning
X	Self esteem
X	Manual dexterity
X	Sequential thought
X	Reaching
X	Strategic thinking
	Turn taking
X	Patience
	Spatial relationships – over, under, on, off
X	Reaching/arm extension
X	Functional finger movement and exploration
X	Coordinated movement
X	Sorting and classification
X	Early Literacy
	Texture Discrimination
	Object Permanence
	Tactile Discrimination
X	Problem Solving
X	Directionality
X	Cooperative Hand Movement
	Letter Recognition
X	Life Skills
	Pre-Literacy
	Social Interaction
	Foot Placement
	Weight Shifting
	Core Strengthening – Trunk Strengthening
X	Colour Recognition and Identification
	Word Recognition
X	Number concepts
X	Visual Acuity