Adapted Toys for Children with Physical, Sensory, Cognitive Disabilities
In Store Activity
Directions: In pairs find 2 toys in the store and evaluate that toy for a child with a disability. Use the Able Play example description to fill in the designated areas. We’ll visit the toy evaluations next Saturday.
Evaluator names:____Jeff Hunter ____________________________________________________
Store: ________Toys R Us _________________________________________________________
Disability Category: Rating: **** or * stars
Physical ___***___
Sensory __***____
Communicative ***______
Cognitive ____***__
Toy Company:
Price: _24.99_____
# Pieces: ___14___
Washability: ___yes ___
Storability: __in the picnic basket____
Directions: __included ____
Play Locations: ___anywhere ___
Adjustability: ______
Levels of Play: ______
Batteries: ___2 AA___
Description general:
The LeapFrog “Shapes & Sharing Picnic Basket” helps small children explore shapes, colors, manners and more! Over 30 audio responses encourage pretend play, and the 14-piece set helps children build motor skills as they sort, match, stack, empty and fill the picnic basket
APPLICATIONS FOR CHILDREN WITH DISABILITIES
Physical Rating: ****or*
Description
|
The picnic set includes several small plastic pieces comprised of types of food and utensils/dishes. All pieces are stored in the basket and it is easily stored.
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Skills
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The pieces are colorful and easy to pick up. Suitable for students with fine motor skill issues as the toy encourages them to sort, stack and match the items
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Play Ideas
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Practice picking up and sorting the play pieces. Set up place settings for a pretend picnic.
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Adaptation Ideas
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Excellent activity for those students with fine motor challenges- just the simple practice of picking up and placing the pieces in the basket promotes hand and eye coordination
Attach Velcro pieces to the food /utensils to keep them in place.
Place labels on food/utensil pieces
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Sensory Rating: ****or*
Description
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The colorful nature of the basket and the smaller pieces provides opportunity for children to discern different colours and to match pieces based on these colours.
The pieces are small and very easily picked up.
Play is open ended- no right or wrong way to play
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Skills
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Hand eye coordination
Colour recognition
Recall
Visual recognition of food/picnic pieces
Auditory processing
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Play Ideas
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Food and utensil recognition
Play matching games with the food and utensil pieces
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Adaptation Ideas
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For visually impaired children, the verbal prompts provided by the talking picnic basket would allow them respond to questions and learn simple social rules. Practice shape recognition by picking up pieces
Those with auditory impairments- questions and prompts could be written or communicated using ASL
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Communicative Rating: ****or*
Description
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Talking picnic basket reinforces concepts regarding sorting, matching.
Children can play independently or with someone else
Encourages role playing and pretend play
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Skills
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Active listening
Patience
Memory
Application of rules
Enhance vocabulary skills
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Play Ideas
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Take turns responding to the prompts and questions posed by the basket
Act out picnic setting and social etiquette associated with this.
Play “find it” games using food/utensil pieces
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Adaptation Ideas
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Reinforce receptive and expressive communication by responding to questions.
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Cognitive Rating: ****or*
Description
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Play pieces are recognizable and have a practical component to them- identifying food, utensils.
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Skills
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Children identify colors and shapes using food/utensil pieces
Practice printing/writing skills identifying food and utensil pieces
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Play Ideas
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Create new phrase and questions to use with the picnic basket
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Adaptation Ideas
| |
FEATURES AND BENEFITS CHECK IF APPROPRIATE
X
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Durable
|
X
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High Contrasting Colours
|
X
|
Tactilely Stimulating
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X
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Visually Stimulating
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Wide Age Range
| |
X
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Inviting Due to Uniqueness
|
X
|
Open-ended
|
X
|
Innovative
|
X
|
High quality
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Detailed
| |
X
|
Hands on Approach to learning
|
X
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Easy to grasp/hold
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One-piece unit
| |
Upright position for play
| |
Other:
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DEVELOPMENTAL PROCESSES PROMOTED
X
|
Visual attention
|
X
|
Visual tracking
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X
|
Visual processing
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X
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Memory and recall
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Cause and effect
| |
X
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Action concepts: in/out, push/pull, on/off, go/stop
|
X
|
Fine motor
|
X
|
Eye-hand coordination
|
X
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Problem solving
|
X
|
Finger and hand control and dexterity
|
X
|
Physical range of motion
|
X
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Deliberate finger movements
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Precision
| |
Directionality
| |
Wrist rotation
| |
X
|
Hand and finger grasp
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Pointing, one isolated finger
| |
X
|
Motor planning
|
X
|
Self esteem
|
X
|
Manual dexterity
|
X
|
Sequential thought
|
X
|
Reaching
|
Strategic thinking
| |
X
|
Turn taking
|
X
|
Patience
|
X
|
Spatial relationships – over, under, on, off
|
X
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Reaching/arm extension
|
X
|
Functional finger movement and exploration
|
X
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Coordinated movement
|
X
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Sorting and classification
|
X
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Early Literacy
|
X
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Texture Discrimination
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Object Permanence
| |
X
|
Tactile Discrimination
|
X
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Problem Solving
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Directionality
| |
X
|
Cooperative Hand Movement
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Letter Recognition
| |
X
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Life Skills
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Pre-Literacy
| |
X
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Social Interaction
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Foot Placement
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Weight Shifting
| |
Core Strengthening – Trunk Strengthening
| |
X
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Colour Recognition and Identification
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Word Recognition
| |
X
|
Number concepts
|
X
|
Visual Acuity
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