Art Activity

Art Activity

Goal: For students with severe physical disabilities, art often becomes a passive activity where they watch as others do the projects for them.

This activity details how individuals can participate in a more direct manner.

Suggestions:

Organizing supplies

Apply Taction Pads to supplies such as glue bottles, colors, color boxes, markers, marker boxed, paints, paintbrushes or any other craft items or their container.

To add voice output, taction pads need to be connected to one or more of the following Adaptivation communication devices. VoicePal, VoicePal Pro, VoicePal Max, or Sequencer. When choosing a device, the number of messages needed and the access method that best meets the users needs should be considered.

Messages could be for requesting items such as "I need the paint please" or they could be describing the activity such as "Watch me paint". The messages might also give a direction associated with the item as "Paint the square blue".

The message type will again depend on the goal of the activity and the skill of the individual.

PIcture labels can be attached directly on the supplies for visual cueing. Overlay with matching pictures could be used in conjunction with their device or places on external switches such as magazines, ads, catalogs, reduced photocopies of the items themselves, or the items outer packaging.

The purpose here is for the user to see the item they need look like the picture on the item, then match it to the picture on their device.

The long-term goal is for the individual to independently choose items they need without necessarily having those items directly in their view.

Here are some sample messages for a coloring activity using the VoicePal in a four message-scanning mode.

"May I have a clean piece of paper?"

"I need a new crayon in my splint."

"Could you turn the paper, please?"

"Look, I'm finished!"

Directing Art Activities

There are going to be art activities in which the best way for the person to participate is by telling someone else the steps involved in completing the project. An example of the might be cutting snowflakes, which involves folding and cutting the paper. Both of these steps can be very difficult for someone who is physically disabled. However, the person could direct someone else suing his or her communication device.

The Sequencer is a simple device for activities that require the order of direction be controlled.

The VoicePal could be used in its sequencing mode. In addition to the order of the directions being controlled, it has two features ideal for this activity. Two-button sequential messaging allows a second switch to be added, which when accessed, repeats the last message spoken. The VoicePal also accommodates overlays, allowing visual cues to be used simultaneously with auditory directions.

For those individuals who are working on sequencing skills, program the directions in a random order. This requires the user to direct someone else to complete the task, making it both educational and interesting.

This activity can easily be done as a group utilizing a single Communication device. For example, the teacher might say "If you know what we do first, raise your hand". The person who is chosen should then be presented the device. They then activate the appropriate message. The teacher can then ask for other participants until the activity is completed.

Don't forget that communication aids can also be utilized as memory aids. Some individuals have the physical ability to complete the art project but have trouble remembering all the steps and/or their necessarsy order. In this instance eisther the sequencer or the VoicePal, in its sequencing mode, can be helpful. The user is instructed to activate the device and listen to the directions. They must complete each step before activating the device again.

Direct Participation Adaptations

Many appliances can easily be controlled with Adaptivation’s environmental controls, such as the FreeHand, FreeSwitch, or FreeSwitch Max. There are a variety of functions that can be programmed to meet the needs of the individual user. Here are some suggestions:

Paint spinners

Rock polishers

Various jewelry makers

Blenders for mixing things like paint colors or paper-mache.

Look in the craft, hobby, and toy sections of your local store. There are always new “gadgets” coming out everyday.

Battery powered devices can also be adapted for switch use with a battery interrupter and a LinkSwitch.

Here are some suggestions:

Battery operated “squiggle pens”. One individual can hold the pen and another can control it.

Light pointers. The pointer can be mounted on a headband or hat. The individual wearing the light, controlling it directly or with an external switch, shines it on a paper. Another person follows the light by drawing its path. The end result is an original drawing by the light wearer.

Don’t be afraid to let device users communicate while they are participating in messy activities. The devices should be programmed with a variety of messages that they may access throughout the activity. For example, many people would hesitate to let a child who is finger painting have their VoicePal in close proximity. Simply sealing it in a Ziploc bag can allow them access even when their fingers are messy. The same principle applies to external switches.

Remember only the switch needs to be accessible. Some fun messages include:

“This is so slimy!”

“More paint please”.

"I’m done. Can I wash my hands?”

“I like yours”.

For addtional information: Adaptivation

Permission granted: 1-14-03

Special Education Services Plano Independent School District

Special Education Services
Plano Independent School District