Did'ya Hear About "Q" and "U"--They Got Married!

Last Friday I hit upon a gold mine at one of my elementary schools--Q and U got married and the kindergarteners got to be guests at the wedding.

Student "guests" lined up in the hallway and entered the wedding hall individually, holding their letter "gifts."

 Everyone sat very quietly.  Sorry I can't show you that photo!

 "P" is for purse.

 "Z" is for zebra, of course.

 Toy Story!

 The letters kissed after the ceremony, but not the students!

The creative teacher was incorporating phonemic awareness the entire time, but in a very fun way.

Chocolate Chip Day

May 15th was National Chocolate Chip Day, or so I was happy to believe.  Our class for middle school students with severe intellectual disabilities celebrated by making chocolate chip sugar cookies and peanut butter cookies with chocolate chips.

While we were waiting for all the ingredients to get on the table, we enjoyed some old-fashioned butter cookies...  Do you recall putting these cookies on your fingers like this?  You eat the "petals" first, then the inside ring.

 We cheated and used a mix for both types of cookies, but we still had to stir them up.

 After placing a ball of cookie dough on the foil we used our fingers to put the chocolate chips on each cookie.  Some chips accidentally fell into our mouths...

 A few students squashed the cookie dough balls by pressing on top with a flat bottom glass.

 The more chocolate chips you add, the better the flavor.

 We didn't have to wait too long to enjoy the results.  It was hard not to sample them before they cooled.

Sandpaper Letter Bits

I finally remembered to bring my fine grit sandpaper into school last Friday afternoon.

 If you write on sandpaper with a pencil it makes a wonderful mess all over your fingers and the table.

However, if you write on sandpaper with scented crayons it isn't messy at all, and the room smells like roses, or oranges, or limes or...

Cutting through fine grit sandpaper is a little bumpy, but nothing like cutting through coarse grit.  Yes, yes--the student should have his index finger touching the scissors so he can steer it better while he cuts.

 Hmmm, we made a lower case "b."

 This circle has a bit of a square top, but you can still tell it's round.

Each student drew and cut out the same shapes, a straight line and a circle, but must make different letters...

Of course, "d" and "b."  The "d" looks like a quarter note to me but let's not get bogged down in details.

Improving Scissor Use--OT2OT Tips

My fellow OT buddies are so helpful...  Here are lots of ideas for improving scissor control:

• Remember hand anatomy and ergonomics when looking at scissor use. Look at desk height, body stability in chair, student's control of paper as she holds it with her helper hand.

• Use stickers for start-stop points to increase visual attention.

• Wind rubber band or pipe cleaners around inside edge of loops to prevent blades from closing completely (for students who have difficulty opening blades.)

• Experiment with a variety of paper thicknesses to prevent paper bending too easily (cereal boxes, greeting cards, manila folders, tagboard.)

• Challenge students with a variety of approaches, “How many cuts will it take to drive across the road?”

• Review handbook(s) on scissor skills in the OT-PT library.  Does your OT dept have a library with great books--we do.  Guess which OT in our dept sends in the most requests for books???

• Review the scissor use handouts posted on our intra-county web portal page regarding scissor tips.

• When you develop handouts for parents, share a digital copy with your fellow OTs.

• Ask our musical OTR on staff to teach you her “Cut Like an Alligator” jingle…

Sherry--I will ask Frances, our musical OTR, to record the jingle so I can post it.  K.  5-19

Haven't checked out all the links but there seem to be some good ideas for developing scissor skills on this list:  Scissor Skills Development Ideas  5-20

Embedding Sensory Opportunities into the Classroom

During IEP meetings parents often ask how we OTs incorporate sensory experiences into the school day.  Here are some examples I share, according to the particular classroom:

Note:  Some of these are “out there” so sift through for any helpful ones...

1. Put yesterday’s classroom library books in the M-W-F box and arrange the Tu-Th books neatly on the library shelf in the classroom. (Heavy work—sequencing—spatial orientation)

2. After doing “wall push-ups” on the chalkboard, practice drawing a simple sketch from a drawing book which relates to a topic being discussed that day. (Working arms in anti-gravity position while drawing; joint compression and upper body strengthening which some students find calming; increase success in drawing to increase interest in journal writing or other academics which include student drawing)

3. Extra clean up of student desks, tables. Student or adult squirts thin line of shaving cream on table surfaces, then uses hands to spread it over the table. Student then uses thick cloth to wipe up cream from table, followed by using a drying towel. (This is not really a “cleaning.” Good for L to R sequencing, weight bearing through arms, sequencing of a task).

4. Classic chalkboard cleaning. An oldie but goodie for students who are not sensitive to chalk dust. Students wipe chalkboard with a thick, damp washcloth, with adult supervision to avoid slippery floors. May use spray bottle to dampen chalkboard if student can handle the responsibility. (Anti-gravity arm movement to strengthen arms; left to right sequencing; attention to detail)

5. One student assigned to sharpen pencils, manually. Keep a “sharp” and “dull” basket to avoid sharpening during the day. (Hand strength; attention to task)

6. Use magnetic clips to hold paper, or use blue painter's tape to temporarily attach paper to a classroom easel or whiteboard, for practicing handwriting formation, 5-10 minutes daily.  Alternately, may use for copying homework from board. (Anti-gravity arm movement and pencil grasp refinement).  Ideally, an adult or helper from an older grade should monitor to supervise correct formation. (This will pay off greatly as students may feel better about writing as the year progresses.)

Teacher Appreciation Day--OTs Benefit, Too

This elementary school really does a nice job during Teacher Appreciation Week.  Last Tuesday we were treated to a box lunch, yummy fruit and dessert.  I passed on the raffles since I'm just at the school one day a week; didn't seem fair to take away a "chance" to win from the full-timers at the school.

 Pre-ordered box lunches.  Mine--chicken tarragon (and carrot cake...)!

Look at all these raffle opps!

Grasps--End of Year Reassessment

It's that time of year...getting down to the wire before school ends on June 14th.  Let's see how the students who are receiving special education services due to their mild intellectual impairments are holding their pencils and writing.

Above--a 2nd grader who writes pretty fast.  She's copying from a poster on the table which I took down from the classroom wall.  Thumb wrap, I'd say.  Lots of letters written from the baseline up and some in quite "inventive" styles.

 Grasp looks sorta okay for this 3rd grader, but his head is hovering just 2" above the tabletop.

 This 4th grader copies with fair accuracy, as long as the classroom is perfectly quiet and nobody moves.

Here's a 5th grader with a slightly awkward grasp but she can really write legibly, and with some individual flair, when she's motivated by the subject.

Not the prettiest of handwriting in the world, but legible.  Realistically, this handwriting is often better quality than what many general education teachers typically see in class.