Making Adaptations. Physical modifications f or children who have disabilities Terri Andrews . CAN do attitude. Teachers tend to focus on what children who have a disability can’t do. The focus of an effective teacher should be what they CAN do!.
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for children who have disabilities
Teachers tend to focus on what children who have a disability can’t do.
The focus of an effective teacher should be what they CAN do!
1. You are responsible for the physical and emotional safety of the child
2. Be familiar with the legal, medical, and physical concerns of the child
3. Do not make modifications that make all of the other children suffer. This will only lead to resentment toward the student
Velcro- mobility or vision impairments, Downs Syndrome
This will assist students who do not have the fine motor skills, hand/eye coordination skills, or strength to pick up equipment
*Example: wear the glove and pick up a ball with velcro strips
for children with Autism at stations
Cut jump ropes- mobility or vision
impairments . This is suggested
for students who are not able to
jump or have very limited jumping
Example: Use this to allow students to jump at their ability or remain stationary while they create tricks or patterns with the disconnected ends of the ropes.
Use this to tie to birdies, whiffle balls, and anything that you can attach it to so that students can independently retrieve their equipment
Use these to substitute for sport balls to reduce amount of force needed to manipulate the ball
Use a large hand for a wait signal to children
with Autism or behavior disorders
Use small baskets to be placed on a desk or lap tray for children who are wheelchair bound or have difficulty with strength and range of motion.
Use ribbon balls or balls with loops to assist with catching
Koosh catchers – Use these to assist children with vision and mobility impairments to be able to play catch with a peer. Most can pull the ball off independently even if their grip strength and range of motion is very limited.
Smaller versions of the same ball will help children who have only physical impairments to feel like they are with their peers. Textured sport balls help students with grip and add sensory for children with
Scoops and whiffle balls are great to use with students who are in a wheelchair and have limited mobility, range of motion, and coordination.
Children in wheelchairs, using crutches, children with Downs Syndrome who have a harder time catching due to smaller hands and coordination difficulties, CP due to the difficulty with force generation. These can even be used with children with severe movement disabilities as a peer or paraprofessional can stand very close and pass off the ball between scoops.
Reduce distance and power needed for the task (move them closer)
Use lighter, easier to manipulate equipment (sometimes smaller such as a junior football, sometimes larger such as a large hand glove to use as a paddle in badminton)
Use the elastic string tied to the object to foster independence and reduce the amount of time that they spend chasing the object
Use balloons and beach balls to substitute for sport balls if they have difficulty producing force and manipulating the ball.
Remember that for the safety of this child and others, a safety zone may be necessary during fast paced game play
* DO NOT TO USE LATEX IF THEY HAVE SPINA BIFIDA– 40 % have a severe allergy-most commonly used would be balloons or latex gloves
1 Establish a set routine for a warm-up.
6. Build in spinning, balancing, bouncing, and /or applying pressure or other sensory stimulation such as brushing arms with a hairbrush, using a body sock or squeezing them inside a mat or with a paraprofessional or teacher hands
1. Preview lesson activity briefly with them if possible before school, or send a written simple form to their class with a brief summary
1. Use alternate equipment that is smaller due to smaller hands