AT in the EC classroom:creative and dramatic play

Art/ Sensory/ Manipulatives/ Games: 

In the art area of your child’s classroom you may find: Slant boards to hold artwork at an angle so that children may better see (vision) or reach (mobility) their creation. Utensil grips (e.g. for markers, crayons, colored pencils) can help build up writing utensils to be more easily grasped and manipulated. Adapted paintbrushes (with large bulb handles or Velcro) can help children hold and manipulate their brush independently. Finger/ bulb crayons have a large bulb at the end that allows children with difficulty grasping small objects to successfully hold and manipulate a crayon. At the end of the crayon bulb is a hole where children may also put their finger to draw (this works well for children who have difficulty closing their hands). Finger Crayons Painting mittens can assist children who have difficulty manipulating utensils and are able to move their hands and/ or arms. This also benefits children who are tactically defensive (i.e. they dislike touching various textures) so that they may participate in activities such as finger painting. Scented paint (e.g. Kool-Aid or Jell-O paint) or textured paint (e.g. shaving cream puffy paint) can help make painting activities more interesting for young children with visual impairments. Textured paper or templates can help children feel where they are drawing (e.g. children with low vision) and can provide sensory feedback for young children who have difficulty focusing on an activity (e.g. autism, Attention Deficit Disorder, etc.). Food activities such as painting on foil with pudding or yogurt (i.e. colored with food coloring) can help children to feel where they are painting, practice putting their hands to their mouth (self-feeding and eye-hand coordination) and even practice eating skills (the changing of textures from liquids to soft solids- swallowing). This can also be a way to encourage children that don’t like to touch certain textures to participate in an activity; they may be motivated by the fact that they get to eat their creation. Drawing in various textures (e.g. sand, rice, flour, beans, etc.) with their hands, elbows, and feet in the sensory table or in trays (on a table or on the floor) can benefit children with adversity to textures and children with limited vision (providing them with sensory feedback). 

Adapted scissors (e.g. squeeze) can assist young children who are beginning to learn cutting skills. Rather than having to independently open and close their hand, opening tends to be the most challenging, the scissors are adapted for children to simply squeeze the handle for the same results; the spring helping to facilitate this process. Electric scissors activated by a switch or other input devices are also available. These are all potential ways to help your child access the art area of their classroom to participate in activities with friends. 

Manipulatives are a source of entertainment for many children and can be modified so that they are accessible to all children. Materials such as play dough with various scents, resistance, and textures are often popular and can help to develop fine motor skills. In addition, textured puzzles, puzzles with magnets or adapted knobs, and puzzle games on the computer can promote access for children of varying abilities. During these types of activities, children can request materials, comment on one another’s work, and ask for assistance from classmates. Your child’s teacher can promote buddy activities by planning paired activities or by limiting materials. For example, if two children want the farm animal puzzle, they can work on it together, taking turns putting in the pieces. 

At the art table, they can have one large piece of butcher paper for every two children or even the whole class to paint on (i.e. whole class activity). In the building area, children may use remote controlled cars or trains that can be navigated with a joystick or switch to participate in car/garage play. Again, this may be a toy desired by other children and will create an opportunity to practice taking turns. In addition, toys that vibrate, light up or play music when activated (i.e. cause and effect) can increase a child’s motivation to engage in play, especially if they have limited vision or hearing. All-Turn-It Games work well for social interaction purposes as well (i.e. cooperative play- approximately ages 4 to 5). More and more, games are being adapted for children with special needs, such as Connect Four, which now has textures indicating red or black game pieces for children with low vision. There are also switch-activated spinners for children utilize while taking turns playing games such as Candy Land. Children can also play a wide variety of games (e.g. Memory) on the computer. 

Dramatic Play: 

Another great opportunity for your child to socialize with friends is through dramatic play. This is often when children act out things they have seen at home, on television, read in books or experienced in real life. Assistive technology can help children with disabilities actively participate in role-playing. For example, they can play veterinarians with a variety of stuffed animals, which could be adapted to be switch activated if the toys are battery-operated. Some of the dress-up clothing could have Velcro so the children would be able to put on and take off the items themselves. Switch operated devices such as fans, flashlights, play kitchen mixers, and dolls are all ways for your child to access the dramatic play area using assistive technology.

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