年代ee the examples below of adaptive equipment and materials, as well as environmental supports. Note these would vary by age and ability of the child or children in need of support.

    • Teachers cover shelves and bookcases with blankets to prevent distraction during group times
    • Footsteps provide a visual cue for where to line up when transitioning out of the classroom.
    • For these “push button” toys, children only need to press one large button to make the toy move or make sounds
    • A child can more easily move the cursor with the large arrow buttons at the bottom and shake the screen clear by holding on the red knobs and shaking in this adapted Etch-o-Sketch.
    • A personal communication board can be used by a child who has language or communication delays or difficulties in conveying needs and wishes, and/or to offer an individual schedule.
    • 年代igns posted in specific places at children’s eye level provide visual reminders for rules and behavioral expectations.
    • A “regulation station” or cool down area. Notice there are materials to help a child relax and “take a break.” It has items on the wall to encourage deep breathing (i.e., “Smell the flowers” (breathe in) and “Blow out the candles” (breathe out; with small pieces of paper that move when the child blows). It also has a box of items that can be pulled out and pushed back in, for a calming, repetitive action.
    • The adaptive items on this table help children who may have difficulty grasping scissors, markers, pencils, or paintbrushes better participate in these activities. The raised clipboard and communication pictures help children make choices (e.g., first markers, and then we can play “Connect Four.”).
    • A specialized chair for a child with a physical disability; notice how the teacher has extended the materials from the sensory bin into a personal tray for this child so that they can participate more fully.