Smart Tools: Low Tech Saves

Tools do not need to be elaborate to be amazing.....just look at what a simple paper clip can do 

Today Holly and I went "shopping" at the Dollar Store.  Oh my there's a lot of things to see that would support students benefiting from assistive tech.... after going through the store we had over 50 items in our basket.  We photographed most of them and then came the process of figuring out which 20 to present.  There were some obvious ones like laminating paper to make paper items more durable, or a magnifying glass for those with visual issues.... but in the end I chose 20 that most appealed to me.

1.  The rainbow keychains looked like an awesome way to teach kids with cognitive delays the colors of the rainbow in order.  The key tags could be labeled with the color word.  The frame could have the letters ROY G BIV written below each letter (not in the order they are now) with the white/clear marker being at the end to teach that all the colors together make white light.  This task would support organization and fine motor skills without the student even being aware that these skills were being developed.  I thought for more advanced students who learned the colors, they could be learning how to alphabetize or spell if the paper tags in the keychains were replaced by words or letters.

2.  Chunky markers are great for fine motor issues.  The short markers are easier to grip.  These can be used by students with fine motor control issues or limited grasp/mobility.  They can be "fisted" as a grip too, so they are pretty versatile.

3.  This picnic set could be used by students with cognitive delays as a learning frame in terms of how to set a table.  The frame could originally be used with the original cutlery and eventually replaced by either metal cutlery or other cutlery.  As a final step, the frame could be put above the place where the place setting would be held and used as a visual reference when setting a place at the table (where the frame isn't under the dishes).

4.  Sandpaper can be used to make shapes, letters, or numbers that are tactile.  These could be used to help students with visual or cognitive challenges "feel" the forms that they are learning.  Sandpaper forms can be mounted on tagboard to make them more durable.

5.  How fun!  Non-tie shoe laces for students with fine motor or cognitive challenges who can't tie shoes (could also be used by visually impaired/blind students).  These laces are stretchy and stay together in shoes without needing to be tied.

6.  There are so many things at the dollar store to make texture boards for tactile stimulation/learning for complex case students with significant delays.  Textures such as the gripper fabric or the microfibre (along with various other object like sandpaper cubes or pot scrubbers) can be attached to a board and a wheel chair or table to provide a fun, stimulating activity.

7.  Students who have difficulty isolating their fingers on the iPad can use a stylus to help operate technology.  Use of the stylus can also work on grasp and fine motor skills. Students who may have a physical disability, such as an artificial hand may also grasp a stylus since they may find the prosthetic does not have the ability to operate an iPad.

8.  Tennis balls can be used as a pencil holder for students who have a lot of issues with grasping a small object such as a pencil or paint brush.  A small hole can be put through the ball to have a pencil/brush inserted.  These balls can also be used on chair legs to help students with sensory issues find the classroom more enjoyable/quiet.

9.  Finger puppets can help work on pointing skills for students, such as young students with sensory motor issues or Down's Syndrome, isolate their pointing finger.  A favorite puppet is chosen for the pointer finger and the student practices extending it.  I have used a puppet before with a student who used to "swear" with her fourth finger.  The puppet was put on the middle finger which made it harder for the fourth finger to "pop up".

10.  These foam pieces looked like a lot of fun!  They could be used as tactile objects in so many different ways.  They could be counting tools (counters) for students who find that small chips are too tough to move/control (fine motor issues), they could be used to help strengthen scissor skills by having students hold and cut them, or they could be used as sorting play for kids with cognitive delays (scramble the small straws and sort them to match the large straw of the same color).

11.  These ice cube or muffin tin could be used in a variety of ways too.  They could help students who don't like to see things touch (sensory issues) have a place to sort.  They could also be used by students with fine motor issues to develop a pincer grip.  The student could develop skills going from the larger muffin tin, to the white ice cube tray and finally to the small red ice cube tray.

12.  Fidget and stress objects can be used for students with attention or anxiety challenges.  Stress balls are designed for this purpose (squeeze and feel less stressed), but a small piece of blue instant tac can be a used discretely by an older student as a fidget object.

13.  This bluetooth enabled shutter could be used by students with either sensory issues or who may have a tendency to throw things to involve them in picture taking or operating other bluetooth enabled devices (iPad, iPod etc) to play music or take videos/pictures.  The small button is less breakable/more durable and would still allow direct control and cause/effect participation.  This would also protect the expensive device.  This item could also be placed in a ziploc bag for students who may drool and could damage the actual electronic switch or device.

14,  Holly knew a neat use for bungee cords.  In her school they are fastened under the desks as a fidget tool for active/ADHD type students.  These attached bungee cords allow their feet to bounce up and down while their bodies stay in their seats.  How cool is that!

15.  Large clips can be used in a variety of ways.  For students with significant cognitive delays, they can be attached to the pages of books so that the student can help turn these pages with minimal support.  For student orientation issues around books, a clip could be put on the cover of the book at the top to show directionality.  This could also be helpful in orienting a braille book for the blind.

16.  This cosmetic organizer could be used by students with fine motor, sensory or organizational issues.  School supplies could be organized in the upright position in the sections so that all is able to be seen and accessed.  There would be no need to open/close a pencil case.  Items could also be sorted and organized for easy access (markers on one side/pencil crayons on the other etc.)

17.  Triangular glue comes to the aid of students with fine motor issues.  The shape is easier to have control over when opening, spreading and closing the glue stick, allowing the student more independence.  As well, the lid pushes on/pulls off so no threading of the lid is needed.

18.  A gripper is a pretty obvious low tech aid for students with mobility issues.  It can be used by students who can't bend to the floor to pick up things or who can't reach forward fall enough.  Students in wheelchairs benefit from this tool to pick up things from the floor.  It can help people who use walkers or canes.

19.  A wide mouth funnel can help students with motor issues, cognitive challenges or sensory issues pour liquids or small/tiny solid ingredients confidently.  Students could use this in so many ways, from baking, filling containers in task boxes, pouring milk/juice for the class/self or breakfast program cereal bags.

20.  Spray and squirt bottles can be used to help students with cognitive or fine motor issues to enjoy art experiences.  Paint could be loaded into the containers so the student could "spray" or "squirt" to create art.  This could even be done using a "hand over hand" method. 

The dollar store has so many things that are inexpensive yet usable in a variety of ways to help students accomplish goals.  It was amazing how many things Holly (who teaches Primary) and I (who work in a High School) saw that fit both groups of our students.  What a great project !!!