Materials Adaptations

Modifying learning and play materials enable children with disabilities to participate in activities and routines as independently as possible. Materials include early childhood education and play supplies/goods such as books, paper, crayons, toys, construction toys, dress-up supplies, paints and easels, snack food, and eating utensils etc. Adaptations of materials include propping up a book on a slant board or wooden wedge, putting crayons and art supplies on a nonskid backing, using visual aids to help children locate the appropriate materials or supplies, and using gross grasp scissors.

Developmentally appropriate practice & universal design principles for all children

The three year olds in a local Head Start program often like to dress up and pretend to be various workers, animals or characters. Mrs. Hassan, a child care assistant, uses visual supports to encourage the children to engage in creative play by making a sign for the door signaling "The doctor is in!" She also collects dolls and stuffed animals to serve as willing patients. Mrs. Hassan keeps the dress-up supplies e.g., clothes, hats and accessories, in clear plastic bins and “labels” the contents with pictures of what is inside.
 

Adaptations for Josina to participate in the drama center

Mrs. Hassan meets with her lead teacher and an occupational therapist from the local school system to consider how to make it easier for Josina to put on dress up clothes in the drama center. Josina has Down syndrome and is working on fine motor goals. Mrs. Hassan uses low tech adaptations for the dress-up clothing and accessories by adding a Velcro closure to a boa cape, finds stretchy hats that expand and selects props that are easy to pick up and carry e.g., a doctors bag with a firm, stand up handle and a plastic stethoscope that fits around Josina’s neck easily.
 

Visual adaptations for Austin to participate in block play

In consultation with Austin’s preschool teacher, his occupational therapist creates a picture template to guide building a block structure. The OTR first tries it out with Austin in the block center to see if the visual aid will work to help Austin build a garage for his car during independent play at other times.

Project CONNECT, Frank Porter Graham Child Development Center