February / March 2022 Closing The Gap Solutions Magazine

select or are provided with, and what they learn from their playing are affected. Successful participation in play is influenced by the ability to access the environment, participate, and become engaged. Using the principles of Universal Design for Learning, including multiple means of engagement, multiple means of representa- tion, and multiple means of action and expression, it is possible to create meaningful play experiences. Zabala and Mistrett (2011) suggest early childhood teams use the SETT Framework to determine strengths and barriers, asking themselves what the child needs to do, what is preventing them from “doing”, and considering their current interests and abilities. Teams should then review the child’s daily environments (home, play- ground or daycare, playground, etc.), and discuss who else is in those environments, what equipment and materials are avail- able, and what resources exist for the caregivers. In “setting” children up for successful play experiences, it is important to think about the child’s interest in play, their frustration level, play opportunities with family and peers, and the child’s ability to physically manipulate objects and engage in sensory explo- ration. Providing options for movement and exploration allows children to develop new skills and learn more about the world around them. Positioning and mobility supports can make the difference between encountering obstacles and providing access to play. “Children with mobility limitations have been shown to also demonstrate limitations in cognition and atten- tion, spatial awareness, visual perception and postural respons- es, and social and emotional development. In the realm of spa- tial awareness, children are reported to lack object permanence and are not appropriately wary of heights” (Tots ‘n Tech, 2012). Often, the foundation for successful play experiences begins with equipment and strategies used for positioning, seating, and mobility to improve body stability, provide proximal trunk, and head support needed for viewing and accessing the envi- ronment. The Wisconsin Assistive Technology Initiative (WATI) documents give an excellent overview of Assistive Technology for Seating, Positioning and Mobility and could be considered a valuable resource to determine what positioning options are needed. There are many easily found materials that can func- tion as a starting point, a workable solution, or as a prototype for a more sophisticated or long-range positioning device. Easi- ly found materials include rolled towels, bolsters, pool noodles, laundry baskets, and PVC pipe creations, used alone or in tan- dem with traditional furnishings. Specifically shaped bolsters for propping or seating can be constructed from items found around the house or community including large cans, oatmeal boxes, mailing tubes, and more. These items can be taped to- gether if necessary to reach the desired length and wrapped with foam or towels for comfort. Customizable seating can be as simple as placing a pool noodle or rolled towel at the back

of a chair and anchoring a box with the front legs of a chair so that the child sits securely with their feet flat and their back is supported. A floor-sitting barrel seat can be constructed from a 5-gallon plastic bucket found in most hardware stores. A U- shaped cut is made in the bucket so that a child sitting in the resulting “chair” is provided with trunk support. Adding a cush- ion seat and or pool noodle around the hips helps provide a snug fit. This customizable solution can be cut high for children who require a great deal of support or low for those that do not. It can be cut off periodically to gradually decrease support as needed. Directions for the barrel seat can be found on the fabricatesolution@udel.edu website. Additional suggestions for positioning can be found on the Center for Technology and Disability website, however, that site may be closing at the end of 2021. The Let’s Play! Projects from the University at Buffalo identi- fied a number of strategies to consider when creating a suc- cessful play environment, beginning with light tech approach- es to readily available toys. Making small modifications and adaptations, changing one or more components of the toy, or engineering the environment can promote a wider range of play opportunities. The Let’s Play! Projects suggest that adapta- tions to attach, stabilize, make the toy easier to hold, or confine the toy can be made with readily located materials. Environmental Supports for Accessible Play POSITIONERS Mats, wedges, Boppies, bean bag chairs, cylindrical pillows, booster seats, T-stools, footrests, laundry baskets STABILIZERS Velcro™, (Rubbermaid) shelf liner,

suction cups, carpet squares, magnets or magnetic tape, cookie sheets Hula hoops, box lids, planter bases, trays, inflatable boats or swimming pools, tents

CONFINERS

ATTACHERS Links, snaps, Velcro™, shoelaces, straps, binder clips, shower curtain rings HIGHLIGHTERS Colored tape, colored Velcro™, Wikki Stix, yarn, contrasting background EXTENDERS Model Magic, spice bottles, knobs, sponge rollers, popsicle sticks, paint sticks, PVC pipe SIMPLIFIERS Limited number of toy or piece choices, contrasting color surface, removing clutter Adapted from Let’s Play! Projects

These basic support items can be the foundation for an in-

BACK TO CONTENTS

Made with FlippingBook Ebook Creator