Complete the Puzzle

Complete the Puzzle

Goal: Puzzles seem to be a standard item in most early childhood programs and continue to be a part of learning and play even through early elementary. Puzzles are a great way to enhance eye-hand coordination, problem solving skills, as well as early concept development. There are many different kinds of puzzles generally geared toward early learning often are wood or plastic with large simple pieces that are few in number. Often these puzzle pieces have knobs to make it easier to physically handle the pieces. Adding voice output to a puzzle gives it even more ways to enhance learning and interactions and can also make them more accessible to children with disabilities. Here is a simple way to add that voice output.

Materials:

3 to 5 piece wooden puzzle with knobs
3 to 5 Taction Pads
3 to 5 pieces of conductive foam
Drill

Steps:

1. Remove all of the pieces from the puzzle and set aside.

2. Position a Taction Pad in the puzzle board cut-out for one of the pieces. The Taction Pad can be cut (see Taction Pad directions) to better accommodate the puzzle cut-out.

3. Drill a hole in the puzzle board so the cord from the Taction Pad can be pulled to the back of the puzzle. Run the cord through the hole, then position the Taction Pad as preferred. Peal the backing off the Taction Pad and adhere it to the puzzle board.

4. Repeat steps 2 and 3 for each puzzle piece.

5. A piece of conductive foam needs to be attached to the under side of each puzzle piece. Conductive foam can be cut if necessary to better fit on the puzzle piece. It can be attached using the double stick tape included with the conductive foam.

6. Plug the cord from each Taction Pad into a jack on the Voice Pal.

7. Recording Messages:

a. Press and hold the RECORD button until the light stays on.

b. Press and hold the Taction Pad on the puzzle associated with the message. Continue to hold while the message is being spoken. When the message is complete, release the Taction Pad.

c. Repeat step “b” for each message.

d. When all the messages have been recorded, press and hold the

RECORD button again until the light goes off. This returns the

device to play mode.

8. Messages will be activated simply by placing the puzzle piece into the puzzle (conductive foam touching Taction Pad). This works best if each piece is removed after its corresponding message is activated. Repeat mode should be turned off (SW1=OFF).

9. Message selection will depend on the needs of the user and the intent of the activity. Here are some examples:

The message can simply label the piece (the apple piece of a fruit puzzle would simply say apple)

The message may reinforce the fact that the piece was placed correctly (“good job”, “you go the right one”, or you can record music or sound effects)

For puzzles representing concepts such as shape or size, you can record an associated message such as “a square has 4 equal sides” or “this is the biggest circle”

For puzzles representing familiar characters from books and or TV, you can record some familiar dialog from the TV, tapes, or other source.

For puzzles representing stories, rhymes, or songs, you can record the verse into the device. Don’t forget that music records as easily as voices.

Use your imagination when recording!

Activity Variations:

Other types of puzzles can also be adopted such as flat wood or cardboard puzzles. Taction Pads can be put on the puzzle board or on the pieces themselves. Putting the Taction Pads on the pieces themselves works well for children who can’t physically manipulate the pieces but could touch the appropriate piece indicating to someone else which piece they want to be placed in a particular spot.

Overlays for devices such as the VoicePal can be created to go along with some puzzles. For example, an animal puzzle or a shape puzzle could have an overlay representing the various puzzle pieces. The user could then participate in putting the puzzle together by using their device, which may be easier for them to access. This can be especially true for those using scanning as their primary means of access.

It is not necessary to adapt all the pieces of a puzzle. For some children it may be more reinforcing to find the “magic” puzzle when putting is together.

For addtional information: Adaptivation

Permission granted: 1-14-03

Special Education Services Plano Independent School District

Special Education Services
Plano Independent School District