were adapted due to hand weakness and included built up handles and adapted clay carving tools (Figure 27) (Schwind & Schoonover, 2017). Solutions like autodraw.com were used to help with generating images when drawing was difficult. In FACS, adaptations were provided for the sewing unit. Due to vision and fine motor weaknesses, sewing a small button with thread was difficult. A low-tech solution was to use a but- ton the size of a frisbee and rope to “sew” it onto a plastic bin lid (Figure 28). By making it larger and removing the visual and fine motor barriers, task completion was accomplished. Adap- tations and AT were provided for the laundry unit. A low-tech visual sorting activity was used with paper plates resembling washing machines. Visuals of darks, lights and brights were sorted into the paper plate washing machines (Figure 29). Apps
Figure 26: An adapted stylus holder for the tablet using a milk jug handle so mobile technology could be used to learn ADL tasks.
Figure 28: Using a large wood disc and a jump rope to learn how to sew on a button as part of FACS class, a CTE curricular course.
Figure 27: Adapted art tool using PVC and plastic tube to hold a wooden dowel used for carving clay.
Figure 29: A low-tech adaptation for sorting laundry using cut up paper plates that resembled a washing machine and visuals of dark, lights and brights clothing crated with LessnPix.
12 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2026 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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