Adapting Materials

Adaptive materials can be inexpensive (low-tech) or high-tech. Examples of low tech adaptations include:

• adaptive grips
• alternative materials
• switch-activated toys

Some high-tech solutions include:

• a computer with peripherals
• switches
• a touch screen
• draw tablet
• touch tablet

View Assistive Technology Resources

Visual Arts

Children with physical disabilities may have difficulty holding tools, controlling movements, or maneuvering wheelchairs and other equipment around tight spaces. Arrange and adjust the art area to meet the particular needs of the child. Special chairs, tables, and play equipment can be bought or made, enabling all children to participate.

The best position for doing art activities for some children may be on the floor. A large, inexpensive, and portable circular “floor” can be made out of heavy cardboard. Make it large enough for several children to lie on their tummies or sit and draw with crayons, chalk, or markers. The cardboard circle can be eight feet in diameter. It is great for protecting carpeted floors. Three of the four scores are not cut all the way through the cardboard; however the fourth score is cut all the way through, allowing the cardboard to be folded. When not in use, this floor mat can be folded and slid behind a cabinet or desk.

A child in a wheelchair may use a wheelchair tray as a surface for artwork. The child should be well-balanced and able to freely move his or her shoulders and arms. If the child is prone to involuntary movements, provide enough space between this child and others so that all of the children can enjoy the experience.

Children in wheelchairs can also work comfortably at a table if the wheelchair arms fit easily under the tabletop. A tabletop easel may be the best choice of equipment to facilitate painting for a child in a wheelchair. Make sure the table is adjustable so that the child’s legs fit comfortably under it and that the easel is at the child’s eye level. Chubby-handled paintbrushes and spill-proof paint containers help encourage and support independence. Most easels come with a paint tray attached that can hold several paint containers for color choices.

A child who is trying to draw when the paper is moving around on the table or floor may be justifiably frustrated. Tape the paper to the table or floor so it remains secure as the child draws, paints, or glues. Some children just need a couple of corners taped, while others need the entire paper taped. If you are concerned about the tape tearing the paper upon removal, use removable tape. Some children will also find it easier to easel paint if the bottom of the paper is clipped or taped. This way, the paper does not go up if the child has a strong “up stroke.” The same idea holds true for using a messy tray in finger-painting.

Adapting Drawing and Painting Tools

Many adaptive drawing and painting tools are available for children who cannot easily hold an art tool or who have a weak handgrip.

• Wrap tape around the handle to widen the grip, or fit the handle with a piece of dense foam tubing.
  
• Add extensions to paint rollers so that children can floor paint from their wheelchairs. Cut a slit in a racquetball, insert the tool, and have the child hold the ball to manipulate the tool. Fit the tool with a loop or strap device that can be attached to the child’s hand.
  
• Dabber paints and roller bottle paints can also be used as ways to bring the painting experience to children.

http://www.bingoshop.com/products/home_page/catd/category.xml

• Children who have unstable movements or tend to make faint marks can have fishing weights or drapery weights placed on the end of the tools.
  
• Paintbrushes, chalk, and crayons with rounded ends are available for children who are most comfortable with a fist grip.
  
• Sandpaper, felt sheets, or corrugated paper can be placed under drawing paper to provide sound and tacitle experiences for children with visual disabilities.

Finger Painting

Finger painting need not be limited to fingers. Some children find it easier to paint with their toes rather than their fingers. To help children with visual impairments, use a color of paper that contrasts strongly with the color of the finger paint. Add sand, salt, or other materials to the finger paint for a change of texture. Remember, what works for one child may not work for another.

	http://www.fingerpainter.com/
	http://www.dickblick.com/categories/fingerpainting/

Magna Doodle

A Magna Doodle can easily be adapted for children with physical disabilities. Wrap the magnetic drawing pen in any of the ways mentioned earlier to make an appropriate grip for the children. The drawing discs and Spiral Art accessory set can be inserted and glued to the tops or bottoms of 35 mm film canisters. You can make your own magnetic drawing tools in different sizes and shapes from magnet strips and film canisters. Children are able to make marks with very little pressure. Quite an advantage for children with limited strength!

http://www.mattel.com

Chalk

Cone-shaped, chubby, and colored sidewalk chalk can be used on small portable chalkboards and fit on a wheelchair tray. Some children benefit from the sound and resistance the sticks of chalk make as they are rubbed against the chalkboard.

	http://www.crayola.com/educators/lessons/index.cfm
	http://www.childfun.com/themes/craft.shtml

Adaptations for Collage

Tearing paper requires both gross and fine motor skills. In order to tear the paper, a child must grip it with fingers or hands and use arm movements to pull the two pieces apart. One way to adapt this activity is to use a small wading pool filled with paper, tissue paper, or other material for the children to tear or shred. Children can literally immerse themselves in their work. This often helps many tactilely defensive children. Some children like to proudly show their collection of brightly colored torn pieces. These can be carefully placed in an envelope and sent home with a note explaining their importance to family members. The torn paper can also be saved for later collage work. Provide glue and encourage children to create with the colorful, fuzzy-edged collage pieces.

Scissors

Introduce scissors to the collage making process. Scissoring is a more complex and sometimes frustrating task. Squeezing and picking up small objects with kitchen tongs help children practice the motor skill necessary for using scissors. Some scissors only cut paper, not clothing or hair. Loop scissors provide a different type of grip and come in a variety of sizes. Scissors that allow a helping hand to assist the child in cutting are available in two models: one with the extra grips in back for the teacher’s fingers to guide the child, and the other with the extra grips to the sides. Fiskars scissors are high-quality, long-lasting, and easy to use by both left-handed and right-handed children. Have a variety of scissors on hand, including those that cut different designs.

	http://www.fiskars.com/
	http://www.dickblick.com

Sticky Board

A sticky board is a piece of cardboard with clear, adhesive paper placed on it sticky side up. It can be used for collage and wood sculpture.

Sticky boards are available commercially, but come in small sizes. Luckily, making your own sticky board is simple. Use a piece of cardboard and clear sticky paper at least 8” x 11” in size. The cardboard backing of legal pads can be collected and recycled to make great individual sticky boards that fit on a child’s wheelchair tray. Construction paper can be placed between the cardboard and the adhesive paper for added color. The protective coating is left on until the child is ready to play. The child can place objects on the board and rearrange them until satisfied.

http://www.hummingbirded.com/

Paste/Glue

To help in pasting activities, use small wide mouth jars for paste. Glue tends to be easier to work with than paste because of its smooth, flowing properties. Small, two ounce bottles of glue are easier for children to hold and squeeze. Buy glue in gallon containers to refill the small containers, one for each child. This method also eliminates excessive glue use by children who are fascinated when watching glue pour and spill onto their paper. Glue can also be placed in shallow paint pans or yogurt lids and applied with paintbrushes, cotton swabs, or other tools. Liquid starch or watered down glue also work as adhesives and can be placed in spill-proof containers. A paintbrush can be used to brush the adhesive onto the collage surface. Glue sticks and roller glue bottles are alternatives to glue bottles.

Blocks

Children use blocks to create a variety of sculptures. Bristle Blocks and magnetic blocks make it easier for children with limited motor skills to build their constructions.

http://www.liveandlearn.com/ krinkles.html

Music and Movement

The simplest way to adapt musical instruments is to make the handles larger with tape, foam, or some other method. Use large wooden knobs on cymbals, wood blocks, the steel striker for a triangle, or mallets for drums and xylophones. The knobs can be purchased from a hardware or discount store. Knobs can be painted or color coded to help children identify pairs or sets of instruments.

	http://www.westmusic.com
	http://www.lakeshorelearning.com/

Homemade Instruments/Maracas

Homemade instruments can be individualized to the children in your classroom. Maracas and shaker toys can be made in several ways:

• Staple two paper plates, with the eating surfaces together, to form a pocket. Leave enough space open to put in beans or rice. Staple the opening. Add a large craft stick for those children who need a different type of grip. The stick can also be covered with foam to provide a larger grip.
  
• A maraca can also be made from plastic lemon or lime juice containers from the produce section of the grocery store. Empty the containers and fill with beans, rice, nuts, or bolts. Glue a dowel rod into the opening. Again, foam can be placed over the dowel for a better grip.
  
• Use plastic milk container partially filled with beans, rice, or pasta to make another type of maracas. Glue the lid on to prevent spills.

Bells

Sew bells onto mittens or attach the bells to elastic. Be sure that the bells are large enough to avoid choking. The elastic instruments can go around the wrists or ankles, and the mittens can be placed on the hands or feet. These instruments are designed for children who do not have much grip strength in their hands. Some children may resist having the mittens placed on their hands. If they do, don’t force the children to wear them. Let the children grasp the mittens until they are more comfortable with the idea.

Percussion Instruments

Bottle caps and juice lids can be used to make castanets, finger cymbals, and other percussion instruments.

• Fold a piece of thick cardboard in half and glue a lid at each end of the cardboard, making certain that the lids meet. To play, press the folded ends together.
  
• Make a tambourine from an embroidery hoop. Hammer nail holes through bottle caps, string the caps using yarn or fishing line, and knot the string after each cap. Tie or tape the line around the hoop for security. This can also be done using jingle bells.

Other Ideas

Look around your classroom and home for ideas for other musical instruments that can be made from a variety of found materials: drums from coffee cans, wind chimes from pipes or silverware, and xylophones from graduated pieces of PVC pipe.

• The Backyard, a software program, has windchimes made out of silverware, pipes, shells, and bones.
  
• Streamers for movement activities can be made from ribbon, dowel rods, cardboard tubes, or rubber hose. Foam can be placed around the dowel to provide a better grip.
  
• Scarves can be attached to grippers or loosely tied around children’s wrists.
  
• Move to music with a child by creating a ring of stretchy materials that fits around both the teacher and the child. The material provides support as the teacher leads, from either a seated or standing position, in moving to beats and rhythms of the music. Sew a large piece of double-knit material with the cut edges together so that the material remains stretchy. This provides opportunities in movement for children who may not have the ability to sway and move to music on their own.
  
• A Music Mat can be made for children who cannot move to music or hold a musical instrument. The Music Mat is a large touch sensitive keyboard placed on the floor.

View Music Mat PDF

Other Ideas for Technology Adaptations