WEBSITE ACTIVITIES DIANE K. ELLIS AAC CONSULTANT ...

• Paper Board/Book – glue different textures of paper to cardboard or poster
board for student to crumble, feel and hear; include cellophane, Mylar
paper, tissue paper, newspaper, waxed paper or catalog paper
• Fabric Juice Can Lids – cover juice can lids with fabric to drop into a coffee
can or use other noisy, colorful objects
• Pringles can – cover can with black contact paper and paint designs with
fluorescent craft paint for tactile and visual interest
7. Sensory Activities: Students with severe disabilities need to have a range
of sensory experiences. Again, there are many commercial materials and
items that can be purchased to use with students, but often sensory items
around the school or home can provide the same sensory input.
• Fill wade pool or large box with leaves, peanuts or beans for students to
get inside to play.
• Fill a small tray or water table with different sensory materials including
cotton balls, whipping cream, Knox blox, Jell-O, rice, water, dirt,
sand/water, etc.
• Finger paint with pudding, shaving cream, whipping cream, ivory
soap/water mixture.
• Make a texture book or board with a variety of different fabrics, paper and
materials – silk, corduroy, cellophane paper, bubble wrap, etc.
• Play Box – make a play box for students to play in from a large cardboard
box and lay on its side: a) cut several large holes in the top and cover with
cellophane, b) line the floor and walls with various textured materials & c)
attach toys from the ceiling and walls.
8. Literacy and Augmentative Communication Strategies: Use books with
repetitive story lines and rhythmic patterns to facilitate "reading" the book.
For each book make related communication boards for students to respond to
questions about the book, to comment and to participate in interactions.
Make individual picture symbols to use as aided language stimulation – point
to the symbols as read the story to assist in understanding of new vocabulary
and concepts. Complete activities related to the stories using similar
communication boards and picture symbols. Write directions for the activity
or the recipe using graphic symbol support i.e. Writing With Symbols
software.
a. "Over The River and Through The Woods" by Lydia Maria Child
• Set the Table – Use graphic/picture symbols similar to those
used while reading the story to "set the table" for Thanksgiving.
• Thanksgiving Plate – Cut out food pictures from magazines or
use graphic symbols of foods to glue student's choices on a paper
plate.
• Grocery Shopping – Use actual grocery items, empty containers
and/or picture symbols to shop for Thanksgiving Dinner.
• Family Dinner – Have students draw pictures of their families
or get photos of family members to put around the Thanksgiving
table.
• Song Sequence Book – Have students draw pictures or use
graphic symbol cards for lines in the song. Sequence the
pictures/cards and bind into individual books for students.