Main Topics
	Introduction Communication Technology Integration Dramatic Play Adaptations/Customization Environment/Materials Center Structuring Activities Expressive Arts Performance Indicators Site Map
	Technology for Adaptations/Customization
	Sub-Topics (Click on topic you wish to see) Adapting Materials Drawing/Painting Tools Music and Movement Other Ideas Technology Switches Computer Peripherals

Technology

When adaptive technology is integrated into early childhood programs, children with disabilities gain a sense of control over their environment. Young children can be active participants in the expressive arts through the use of technology, including battery-operated toys and computer activities using interactive software and appropriate peripherals.

Switches

Children physically unable to explore a play environment can be given a switch that activates a battery-operated toy. Battery-operated toys represent concrete objects which may offer visual, auditory, and tactile stimulation. Toys should be matched to the developmental level of the child. Toys that appeal to the child through visual, auditory, and tactile stimulation should be used.

Almost any battery-operated toy can be adapted with a commercial or homemade battery interupter or adapter. Switch-activated musical toys are available commercially or they can be made from a kit. Materials needed for creating switch accessible toys include a variety of battery-operated toys, battery interrupters, and appropriate switches that make use of the individual child’s most reliable movements.

View the Adaptations Workshop information on Switch Technology.

Many children access the computer while positioned in their wheelchairs. Finding the most appropriate placement of the switch may be difficult when working with children with severe and multiple disabilities. Remember, the child may focus her or his attention on the switch on the tray instead of what is on the monitor. Even though a switch can be secured to a wheelchair in such a way as to allow switch access for various body movements (e.g.) head, legs, or foot, a majority of children use their arms, hands, or fingers for switch access.

Switch mounts are available commercially for positioning and can be attached easily to the child’s wheelchair.

Link to Resources Area

Various materials are also available for securing a switch flat on a table or wheelchair tray. Dycem, suction cups, duct tape, or even masking tape can serve the purpose in securing a switch temporarily on a surface. Even so, children who exert a lot of pressure may still move a switch slightly out of place with these materials. A more secure placement is needed to hold the switch in a stable and reliable position.

Computer Peripherals

A computer enables children with severe and multiple disabilities to engage in the expressive arts. Some things to consider are setting up the computer center so that it is child accessible, positioning the child to use his or her most reliable movement, positioning the monitor at the child’s eye level, and choosing appropriate peripherals and interactive software. With the appropriate peripherals, a computer can be integrated into the classroom successfully.

Touch Screens

Some children can barely make marks using traditional or adapted drawing and painting tools, but they can experience success drawing at the computer! When a TouchWindow is attached to the computer, they can make marks with their fingers, fist, or side of their hand. If a child has difficulties raising his or her arm to the monitor, place the TouchWindow on the wheelchair tray in a slanted position so he or she can see both the monitor and the TouchWindow.

Create art using Discover:Kenx with a switch or Key Largo. Most graphics programs (such as Kid Pix) have many small boxes on the screen which represent the drawing tools and colors. Fine motor skills and concentration are required for children to move the mouse or to aim their fingers on the TouchWindow at the desired box to select one of the options. So how can children with physical disabilities successfully use this program?

An adaptation to Kid Pix, which ensures that all children, even those with physical disabilities, have an opportunity to enjoy drawing has been created. By using Discover: Kenx or IntelliKeys, adaptive interfaces for the computer, Kid Pix or any other graphic program can be customized for switch and touch tablet use.

KidDraw by KidBoard is a child-sized pen and slate board. It is available for both the Macintosh and PC. Whenever you move the pen or stylus on the surface of the art pad, the cursor follows on the screen. The draw tool has the natural feel of drawing with a crayon or marker.

Software

ArtSpace is a computer software program specifically designed for children with disabilities. Children can “visit” an art museum complete with an adult gallery, a children’s gallery, and a studio. While in the galleries, children can see videos of artists discussing their work or explaining a process, listen to people’s comments about each image, see close-up views of each work of art, and listen to music that reflects the mood of the piece. Children can activate a simulated drawing program to re-create their favorite drawings in “The Studio.” This software can be accessed with a mouse, a switch, or a TouchWindow.

Some of the interactive software used for music, movement, and

• Thinkin’ Things Collection 1
  • “The Fripple Shop”
  • “Tooney Loon”
  • “Flying Spheres”
  • “Oranga Banga”
  • “Kap’n Karaoke”, with a wide range of songs for a sing-along;
• The Backyard, with a fence that can be painted to make different sounds as played by the bird and the cat
• HyperKeys
• A Silly Noisy House
• Busytown
• Harry and the Haunted House

All of these programs have sections with music. Designing off-computer activities helps to reinforce concepts for each computer software program. For example, some activities based on “The Fripple Shop” include making soft sculpture Fripples, creating a Fripple Shop play environment, or dancing to made-up Fripple songs.

With the appropriate adaptations and software, young children with disabilities can participate in their own learning rather than be passive receivers. The following are some examples and descriptions of several successful adaptive peripherals for the computer use in classrooms.

Environment/Materials Center