Assignment #2: Searching, Locating and Describing Low Tech Assistive Technology at the Dollarama

 Trip to Local Dollarama to Find Low Tech Assistive Tech 

For this assignment, we went to our local Dollarama to find items that could be utilized as assistive technology to enhance performance of an individual with a disability and describe it from the SETT (Student, Environment, Task, Tools) Framework. 

Item 1: Reusable Silicone Mat 

S: A student who has trouble with fine motor skills when feeding. Perhaps they have difficulty keeping their bowl or plate in place. The rubber mat could help stabilize a bowl or plate from moving around as much on a slippery table 

E: In the classroom or cafeteria during lunch and snack. 

T: To be able to independently feed without plate or bowl sliding around. 

T: Reusable Silicone Mat, utensils, plate or bowl. 

 

Item 2: Shower Glove

Item 3: iPad and Tablet Support Cushion 

S: A student who has trouble isolating their finger when using a device such as a tablet or an iPad to work on dexterity skills or a user of an AAC device who needs to isolate the icons correctly to communicate. 

E: Any school setting where the child is using their device. 

T: To be able to independently isolate using their finger. The goal is for the student to be able to improve their finger dexterity and fine motor work to help with accuracy and precision. 

T: Shower glove with the tip of the index finger cut off and device. 

S: A student who uses an iPad or Tablet for programming. The student might have fine motor or gross motor issues that do not allow them to hold an iPad or tablet steadily. It can also help students who have vision disabilities and need to have the iPad angeled a certain way to see it. 

E: All school settings when the device is required to be used at a table or desk. 

T: For the student to be able to use the tablet hands-free (meaning they do not need to hold the tablet when using). 

T: iPad and Tablet Support Cushion and device. 

Item 4: The Pick Up Tool 

S: A student who motor disabilities, poor hand-eye coordination or is unable to bend over to pick up their shoes. 

E: It could be used by their hook to help them pick up their shoes, or used within the classroom to reach items. 

T: For the student to be able to pick up small items and to allow them to have greater independence with this task. 

T: The Pickup Tool: https://www.dollarama.com/en-CA/p-the-pickuptool/3013770 

Item 5: Magnifying Glass 

S: A student with a visual impairment. They might have difficulty with viewing certain texts or images. 

E: Wherever the student is required to read text that they have difficulty viewing.  

T: The magnifying glass could allow a student with low vision to gain clarity and be able to have a better look at fine print and photographs. 

T: Magnifying glass

Item 6: Calculator 

S:  A student who has an LD in math such as Dyscalculia.

E: Any school environment where the student is required to perform arithmetic operations on numbers.

T: Allow the student to become more independent during math class and allow them to access higher levels of math problem-solving.

T: Calculator, pencil, paper (worksheets). 

Item 7: Stretchy Creatures

S: Students with fine motor difficulties who need to strengthen their hands. 

E: Could be used in the classroom in a break bin, in the learning centre or with a resource teacher. 

T: To help increase strength in dominant and non-dominant hands which will help improve fine motor skills such as writing, cutting, gluing, open and closing objects, zipping and eventually tying. The student can use the stretchy creature to roll in their non-dominant hand to help strengthen it. 

T: Stretchy creatures or some other similar fidget (a stress ball could be used too). 

Item 8 - Zip ties 

S: A student who has difficulty with fine motor tasks. 

E: In the classroom and at their hook. 

T: The student will become more independent with various tasks such as cutting and zipping up their jacket. 

Tie the zip tie to scissors and wrap the zip tie in tape to create adaptive scissors such as the ones below.

Another use is for zipping with independence. Attach a zip tie to a student's zipper to help them grasp when zipping up their jacket. 

T: Zip ties, scissors, tape

Item 9: Earmuffs 

S: A student with sensory processing disorder who is highly sensitive to sounds. 

E: Classroom, hallway, playground, gym, music, assemblies, bus

T: Allows students to stay in their environment without becoming overstimulated. 

T: Earmuffs 

Item 10 - Tennis Balls 

S: A student with fine motor difficulties when writing. 

E: Any school environment where the child is expected to write. 

T: Allows the student to write with greater independence. 

T: Tennis ball with holes on each end with pencil, maker or pen pushed through the holes. See the example below.