ERIC ED404840: Standing on My Own Two Feet: A Step-by-Step Guide to Designing & Constructing Simple, Individually Tailored Adaptive Mobility Devices for Preschool-Age Children Who Are Visually Impaired.

42 Pages·1996·0.89 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 440
ED 404 840
Standing on My Own Two Feet: A Step-by-Step Guide to
TITLE
Designing & Constructing Simple, Individually
Tailored Adaptive Mobility Devices for Preschool-Age
Children Who Are Visually Impaired.
INSTITUTION
Blind Childrens Center, Los Angeles, CA.
PUB DATE
96
NOTE
41p.
AVAILABLE FROM
Blind Children's Center, 4120 Marathon Street, Los
Angeles, CA 90029; telephone: [phone]; fax:
212-665-3828; e-mail: [email protected] ($8).
PUB TYPE
Non-Classroom Use (055)
Books (010)
Guides
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Assistive Devices (for Disabled); Case Studies;
*Construction (Process); Construction Materials;
*Mobility Aids; Personal Autonomy; Preschool
Children; *Visual Impairments; *Visually Impaired
Mobility
IDENTIFIERS
Canes; *Orienting Instruction
ABSTRACT
This booklet provides step-by-step instructions for
designing and constructing simple, individually tailored adaptive
mobility devices for preschool-age children who are visually
impaired. These devices are intended to enable children to begin to
master independent travel, which'precedes long cane training. How to
introduce the mobility device to children, why an adaptive mobility
device is needed, how to determine the appropriate device, and
typical sequencing and device transition are discussed. Four
different types of devices are then introduced: the Moveabout (with
three different design options), the Pusher, the L-Bar, and the
Arc-Definer. Instructions about each device include a list of the
materials and tools needed to construct the device, the cost of
materials and tools, optional features, and construction directions.
Information is also provided on how to individualize devices to fit
the height and width of the child, and photographs and diagrams show
the assembly process. Three case studies of children (ages 1-2) with
visual impairments illustrate the use of the devices. (Contains 19
references.)
(CR)
**************,ti********************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
TANDING
LA,
ON MY
OWN
TWO
A
step-by-step
guide to
designing
constructing
simple,
individually
tailored
adaptive
mobility devices
-:.
V BLIND CHILDRENS CENTER
for preschool-age
(
U S DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
children
EDUC
IONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL
CENTER (ERIC)
HAS BEEN GRANTED BY
his document has been reproduced as
received from the person or organization
who are
5
leX""
Ark
originating it
Minor changes have been made to
improve reproduction quality.
visually impaired
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
official OERI position or policy.
INFORMATION CENTER (ERIC)
BEST COPY AVAILABLE'
STANDING
ON MY
OWN
TWO
FEET
A step-by-step guide to designing &
constructing simple, individually
tailored adaptive mobility devices
for preschool-age children
who are visually impaired
by
LORIE LYNN LaPRELLE, M.A.
Blind Childrens Center
Los Angeles, California
3
STANDING
STANDING ON MY
OWN TWO FEET
A step-by-step guide
ON MY
to designing and
constructing simple,
OWN
A step-by-step guide to designing & constructing simple,
individually tailored
individually tailored adaptive mobility devices
adaptive mobility
TWO
for preschool-age children who
devices for preschool-
are visually impaired
age children who are
visually impaired
FEET
All rights reserved.
This is copyrighted
material and may not be
duplicated in whole or in
Table of Contents
part without the
express permission of the
INTRODUCTION
1
Blind Childrens Center.
©1996
7 DEVICE INSTRUCTIONS
Library of Congress
Catalog Card Number
MoveAbout
96-085467
Pusher
Published by
L-Bar
Blind Childrens Center
Arc-Definer
4120 Marathon Street
Los Angeles
California
29 CASE STUDIES
90029
Q
[phone]
Tiffany
In California 1(800) 222 -3567
Steven
1(800) 222 -3566
In the USA
Kimberly
Fax
[phone]
Email
35 BIBLIOGRAPHY
[email protected]
Web Site
http: / /wwwblindcntr.org /bcc
36 ACKNOWLEDGEMENTS
/
Photography
Megan Minnehan Smith
36 ABOUT THE,BLIND CHILDRENS CENTER
Graphic Design & Production
Donna Kaptain
4
0
ne of the greatest
INTRODUCTION
goal is to help you create devices
joys I have experi-
that address and meet the specific
enced as an orienta-
needs of each child with whom you
tion and mobility
work.
Children require opportunities
specialist is empow-
for exploration to promote good
ering preschool-age children who are
blind and visually impaired with the
health. Standing and walking helps
keep their muscles flexible and
opportunity and skills that will allow
them to negotiate their environment
bones strong, and aids in other bod-
ily functions and requirements. It
skillfully and confidently. Indeed, suc-
cess in this endeavor will help ensure
helps maintain their cardiovascular
that these youngsters develop a
and respiratory systems and provides
healthy sense of self over the course
an outlet for their energy. Children
of a lifetime as they grow into inde-
who are always sitting, or otherwise
pendent youths and adults. I have
passively participating, will ultimately
usedand continue to usedevices
jeopardize their health. In addition,
developed by other professionals.
development areas such as cognitive,
Clearly, these devices have paved the
language and communication, and
social-emotional
way for this publication. However,
are
growth
few devices exist to facilitate this
enhanced when students participate
process which are both personalized
in mobile activities.
enough to meet the special move-
With few exceptions, I have
ment needs of individual children,
found that children like their devices
and are proud about using them,
economically accessible to most
and
parents, schools, and other care
both during and outside the orienta-
providers. I wish to acknowledge and
tion and mobility (O&M) lesson. This
thank those who have made the
should come as no surprise, as they
scores of contributions that have
afford the child the ability to move
made this work possible.
about freely and competently. At the
This booklet was developed to
Blind Childrens Center, I introduce
meet this need, by providing a step-
each new student to the device I
by-step guide to designing and con-
have constructed for him by letting
structing simple, individually tailored
him casually happen upon it during
adaptive mobility devices made from
a play session. Then I show him what
low-cost polyvinylchloride (PVC)
he can do with it, for instance:"It can
materials. These devices are intended
find things for you," or"It protects you
to enable preschool-age children
from getting bumped:' I have found
who are blind to begin to master
that if he comes to feel in control of
independent travel, which for many
the situation and is able to find toys
and other things he likeswith
youngsters will precede long cane
training, as appropriate. A number of
appropriately interjected guidance,
of course!it is more probable that
the instructions for the devices which
he will value the device. To help
this booklet describes evolved from
examining and analyzing the effec-
reach this objective, I make sure that
tiveness of existing devices. This
the first few lessons are simply semi-
includes devices which I have found
structured play times. In this context,
to be of great use, and those which
I may point out to the child that he
have not proven to be
didn't bump his head, or talk about
effective.
My
1
5
cane is an appropriate device, then
what a great toy he was able to find,
by all means, use it! There are many
or how he was able to travel to the
reasons why the employment of the
playground all by himself. As soon as
long cane is not yet appropriate for
he has become somewhat familiar
some children. For instance, the
with and proficient in using the
child's developmental maturity level
device, my lessons focus on helping
may not be at the point where man-
the child learn how to use his device
safely and appropriately. This
aging a long cane is developmentally
appropriate. Her gross and/or fine
increases the probability that he will
motor skills may not yet be at the
be able and willing to use the device
point where she can successfully
outside of the O&M lesson. It then
manage the long cane. She may not
becomes part of his everyday rou-
be able to understand the fundamen-
tine. The device generates indepen-
dence which generates positive
tal concept that the device in front of
self-esteem
her body is actually an extension of
generates
which
her body, or she may be fearful of
increased independence which
moving in the environment. She may
not be able to maintain her bal-
Development areas
ance... and so forth. I have found
°i
such as cognitive,
that if I work with these issues by cre-
language and
ating a device that specifically
communication, and
addresses these challenges, the likeli-
social-emotional
hood of effecting a successful long
growth are enhanced
cane experience in the future
when students
increases.
participate in mobile
activities.
WHY AN ADAPTIVE MOBILITY
DEVICE IS NEEDED
There are many reasons why an
adaptive mobility device may be nec-
essary to meet a child's O&M needs.
generates success in O&M which
Some of these include:
To provide the child a safe and
generates success in all other devel-
secure means of moving around as
opmental areas.
independently as possible in his
environment
THE LONG CANE AND PRESCHOOL-
To offer the child a means to move
AGE CHILDREN
The Blind Childrens Center is a
about freely in his environment
To assist the child in the process of
strong supporter of preschool-age
becoming a safe and efficient cane
children as long cane users. Our goal
is to prepare students for the long
user
To provide the child with a"user
cane, and this booklet is designed to
friendly" bumper and probe
facilitate that process.
Although the use of the long
To offer a means by which the child
will have almost immediate success
cane for many preschool-age child-
ren is appropriate, it is not always
in O&M
suited as a mobility device for every
child in this age group. If the long
2
To assist the child in his ability to
process all relevant sensory infor-
mation by reducing and/or elimi-
nating his safety and fear concerns
To aid in correcting the child's awk-
ward and atypical gait patterns and
poor postural positioning
Additional benefits from using an
adaptive mobility device include
Decreased tactual defensiveness by
increased regular interaction with
the child's various environments
Increased contact with peers
Expanded interaction with all
aspects of the child's environment
Tangible, first-hand experience with
real travel situations
DETERMINING THE APPROPRIATE
DEVICE
The main issues to consider when
adult steadies the device whenever
Andrew's pusher
evaluating the child for an adaptive
the child is using, or is likely to use,
provides him with a
mobility device are his
the device. Remember, the goal is to
"user friendly"
provide a safe and secure means for
Walking or emerging walking skills
bumper and probe.
the child to start to move around in
Level of fear (or lack of) in moving
Comprehension level of arms/
his environment. Therefore, facilitat-
hands as an extension of his body
ing positive first experiences with the
Understanding of the mobility
device is of the utmost importance.
device as an extension of his body
For a child who is fearful about
moving around in his environment, a
device may be constructed that
When the child begins to indi-
cate that he is ready to walk (i.e.,
ensures the child's physical safety. It
pulling up to a standing position,
will also teach him about his sur-
cruising furniture, accepting an
roundings without having to uninten-
offered hand, or pushing push-type
tionally bump into objects in his path
toys), he may be ready for an adap-
with various parts of his body.
tive mobility device. A device can
easily and with little expense be con-
structed. It will serve to encourage
When the child
the child not only to stand indepen-
begins to indicate
dently, but also to attempt walking
that he is ready to
movements under safe and secure
walk (i.e., pushing
conditions. Care should always be
push-type toys), he
taken to ensure that the child is
may be ready for an
steady when using the device, either
adaptive mobility
by initially not attaching wheels on
device.
the device or by making sure that an
7
3
lengingusually indicated by casual
TYPICAL SEQUENCING AND DEVICE
employment of the Pusherit is time
TRANSITION
to start formal transition to the long
A child's sequence of device-use
cane.
begins with the push-type toys, to the
When the child has long since
Move About, to the Pusher, to the long
been introduced to the cane in vari-
cane (with or without an L-Bar).
ous informal situations, it is no longer
Oftentimes, children use two differ-
ent devices for different purposes
a foreign object. Just like other mobil-
ity devices, the cane is something
and situations. For instance, a child
that is used for safe travel. I usually
may keep a Pusher in his classroom
do not attach an L-Bar to the cane
to be used for general travel, and be
unless there is a strong indication
receiving long cane training during
that the child is not going to be suc-
his O&M lesson. The amount of time
cessful without it. If the child is able
a child uses one device before transi-
to keep her cane in front of her body
tioning to another varies from one
without an excess of verbal and phys-
child to the next. Unfortunately, there
ical reminders, an L-Bar is not indi-
is no set formula for determining the
cated. If, however, the cane is not
"what, when, and how" of mobility
Byron explores his
maintained in front of her body, then
devices.
new Move About.
A Move About is usually the
the addition of an L-Bar' is needed. I
usually have the child help me make
mobility device I use as an "introduc-
the device and place it on her cane.
tory" device. In addition to its ease of
Children seem to enjoy this activity
use, the Move About offers nearly full
and I believe it helps them under-
body protection. It allows the child to
stand the purpose of the L-Bar. The
independently and safely move in
child is free to switch hands between
the environment without bumping
cane grip and L-Bar and can use only
walls and other objects, while realiz-
one hand if she is able to consistently
ing the advantages of movement.
keep the cane in front of her body.
When the child is comfortable in
Decreased use of the L-Bar is a direct
moving, is not fearful, understands
indicator that it is time to remove it
the device as an extension of his
from the cane. Sometimes a child
body, manages and navigates it prop-
will ask me to take the L-Bar off, at
erly, and is responsible for the use
which point we talk about "the rules"
and storage of the device, then it is
for using the cane without the L-Bar.
time to transition to a Pusher.
Unlike the Move About, the
With few exceptions, once the device
is removed, she is able to maintain
Pusher requires that the child sup-
the cane in front of her body on a
port the device. In other words, it is
not free-standing. It also requires
consistent basis.
Regardless of the type of device
more refined gross motor skills in
employed, the child with whom you
order to control and navigate the
are working should be encouraged
device. It is less cumbersome, but
to bump into walls, doors, and other
offers less protection. It adapts to
large objects. Children can even
uneven surfaces more than the
bump into each other with their
Move About and can be easily man-
devices. This can be a great tool for
aged with one hand if needed. Again,
teaching social skills and encourag-
once the child starts to indicate that
ing children to interact with each
he is ready for something more chal-
4
These devices can be
a great tool for
teaching social skills
and encouraging
children to interact
with each other.
other. Give him lots of verbal informa-
be used to detect drop-offs, it should
tion regarding the items he is con-
not be used on stairs and extra atten-
tacting. Let him investigate what he
tion should be practiced when the
has found and then continue to find
child is near drop-offs. If appropriate,
the Pusher may be carried by the
other things. I use a device with some
children to get them standing, and
child when travelling on stairs, but
then with time comes moving, then
should not be used to navigate steps.
The devices can be used both
walking, then running. For others, the
device serves as a "reward" after their
indoors and outdoors. Most impor-
cane lesson. If the device is set on
tantly, although these mobility
casters, it offers very little in the way
devices are designed to allow child-
of orientation, so the O&M specialist
ren freedom of movement in con-
will need to provide this component.
trolled environments, they are not
intended to be used unsupervised.
Ideally all devices should be used
SAFETY INFORMATION
While the devices described in this
in conjunction with an O&M pro-
booklet offer a substantial amount of
fessional.
protection, they are by no means
completely safe: They require 100%
supervision. They are also not a
The Pusher adapts to
replacement for the cane or any
uneven surfaces
other device, but are intended to aid
more than the
in facilitating developmental mobil-
MoveAbout and can
ity skills. They are intended to assist
be easily managed
the child in developing safe and effi-
with one hand if
cient travel skills and in no way
needed.
should be misconstrued to be a
replacement for any relaxation of vig-
ilant supervision. Extra caution
tit
should be taken on certain types of
surfaces: wide cracks, inclines/
41/..
declines (especially down!), drop-
offs, and grass or other rough sur-
faces. Although the Move About can
TYPES OF DEVICES
Tiffany uses her
This booklet describes four types of
Move About to safely
devices, along with their respective
travel through the
adaptations. It is hoped that this infor-
hallway.
mation will be but a beginning. From
this foundation you can design and
construct devices that are specific to
the individual needs of the children
you serve. They range from a child's
first device to a device that is used by
the instructor:
The Move About
The Pusher
The L-Bar (original concept by
Andrew freely
Gene Healy)
explores the
The Arc-Definer (original concept
playground with his
by Gene Healy)
Pusher.
To those who are not accus-
tomed to doing these types of pro-
jects, the instructions may seem
difficult, but really they are not. In
terms of level of difficulty, the Move-
About is the most involved. The
devices are presented in their typical
sequence of use. You might want to
Using a long cane
first make a Pusher in order to get the
with an L-Bar,
"feel" of the process. Once you have
Kimberly
experimented with the materials, you
independently travels
will begin to develop your own for-
up the ramp.
mulas for determining size, assembly
strategies, and individualized varia-
tions. I began by taking my best
guess, putting the device together,
having a child briefly use it, and then
making adjustments where neces-
sary. My first couple of devices were
1-
I had not
not useable, and even if
.4
The Arc-Definer is
VIP
destroyed them, I would not have
used to refine
dared let anyone see them! The
Kimberly's long cane
instructions below are by no means
skills.
"hard and fast" rules, but rather serve
as a guide to finding what works best
for you and the students you serve.
TAW
6