Task A and B - Assignment 3

Task A
Submitted by Laura Ross, Shireen Ley, and Julie Ferguson

Description of item

Item one - A clear soap dispenser in which a pump is used to dispense paint. Item two -suction bowl. Student is a grade 5 male who has a physical disability and epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He doesn‘t have good pincer grasp. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move. Student is able to independently grasp an object when it is the proper size to fit his hand. He requires tools that are proper size for him to be successful at independently completing tasks. The student will be able to independently pump paint into a bowl. This is so he can be more independent in completing art activities. He is unable to squeeze a paint bottle so using the pump to get the paint is more successful. Also, the suctioned bowl will remain still when he is getting paint from the boil and it comes of easy for cleaning. The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom.

Task B

Item and Student One

Student is a grade 5 male who has a physical disability and Epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He can not make a complete fist. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move. This is an art tray that has adapted tools used to complete a painting activity. Included is several adapted paint brushes. The first paint brush has a razor handle which is used for better grip. This would be used on days when the student has less pain in his hand and he is able to grasp smaller items. The other two paint brushes are adapted so he can hold the brush easier when painting. One is a baby bottle with a paint brush attached through the bottle nipple. The other is a paint brush with a rubber ball at the top for better handling. Paint is in a soap dispenser which makes it easier for the student to be able to access the paint. This is attached to the table with Velcro for more stability. It comes off easier for paint replacement. Finally, there is a suctioned bowl used to hold the paint. This can be removed and cleaned easily.The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom. The student will independently use adapted art tray to paint a picture. All of the objects are on the tray and adapted so the student can independently use them.

Item and Student Two

Student is a grade 2 male who is diagnosed with Autism. He becomes over stimulated often when in class with his peers and requires support remaining seated. He enjoys animals and loves being in his classroom with his peers. The item is a stuffed dog. We removed the stuffing and placed sand inside the dog then sewed him together. It is now used as a weighted dog. The student has a very supportive family who assist in teaching him strategies to deal with being over stimulated. They want him to be in class with his peers as much as possible. The class is a very structured environment which is conducive in supporting his challenges. The student will place the dog on his lap to assist him in remaining still during seatwork. The dog will be in his desk in the regular classroom and the student can place the stuffed dog on his lap. The Occupational Therapist working with the student suggested trying something weighted on his legs for deep pressure. The therapist said this should help him to remain seated and focused for a longer period of time.