V I B R A T I O N S

VIBRATIONS
NEWSLETTER OF COLORADO SERVICES FOR CHILDREN WHO ARE DEAFBLIND
Serving Children with Combined Vision and Hearing Loss (Deafblindness),
Their Families, and Service Providers
Modified Spring 2005 Edition: Focus on Toys, Recreation and Play
This is an edited version of the original newsletter. Only articles pertinent to toys, recreation and play
have been retained as resource information. If you copy any of the content of this modified
newsletter, please credit the original source.
Taking Care of Yourself
By Kathleen Walden DeVerna. Reprinted with permission from UPC Connection 2290 East 4500 South,
Ste. #110, Salt Lake City, UT 84117. 801-272-1051
Being a parent is hard work. The hours are long, there is no pay, and the job is difficult physically and emotionally. It is also one of the most rewarding things a person can do. Few
parents would trade the job for any other.
Since you’ll have this job for a long time, it makes sense to develop some good work habits. Caring for and challenging children are important habits. Caring for and challenging
yourself is just as important. You will be better able to respond to the needs of others if you
take care of yourself along the way.
How do I develop good habits?
You probably already have lots of good habits. Make a list of the ways you take care of
yourself and your family - you’ll see why your days seem so busy. Keep this list and look at it
from time to time to remind yourself of all the wonderful things you
already do.
Now make a second
need to make your life
bottom. Choose two or
list. This time write down what you fell you
easier or better. Put the most important at the
three items that are very important to you.
Let those items be your
plicated, break it into
week dream vacation
weekend. Or how
or twice a week? Even
when you can take a
goals. If a goal seems too large or too comsmaller steps. Maybe you can’t take a tworight now, but you can get away for a long
about arranging a break for yourself once
setting up a special savings account for
trip can be encouraging.
Decide what fits for you and your family. Setting goals for yourself and working on realistic
steps can help you make the progress you want. Review your goals and progress regularly,
to see how much you’ve achieved and to determine what to work on next. If you aren’t
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making the progress you expect, reexamine the goal, adjust the steps, or maybe take a
break for awhile. There’s always another day or another way.
I never have enough time!
Most people feel there’s not enough time to get everything done, and parents are no exception. Managing your time better may help. As a first step, organize each day every
morning.
Make a list of what you need to do that day. Cross out each activity as you complete it. At
the end of the day, notice how much you’ve done and move whatever is left to the next
day.
Meeting with doctors, therapists, teachers, and others can keep you pretty busy - even parents without all these extra appointments are busy. A weekly, monthly, or yearly calendar
will help you keep track of your time. Fill appointments as you make them, and review the
schedule from time to time.
A written schedule helps you make sure you are doing what you want to be doing, and
makes it easier to say “No!” to unimportant appointments. Share your calendar with people
who don’t understand why you can’t make an appointment. Most professionals understand when parents are trying to organize their time - they work hard to manage their time
wisely too.
What’s Your Pleasure? Teaching Leisure Skills
By Fan LaWare and David Wiley, Texas School for the Blind/Visually Impaired
Originally printed in the April 1991, P.S. NEWS!!! Published by Texas Deafblind Outreach, Texas
School for the Blind and Visually Impaired. Reprinted with permission.
More attention is being paid recently to the importance of recreation and leisure skills as a part of
special education curriculum. This particular focus is made clear in the Individual Transition Plan
which requires identification of leisure outcomes as well as employment, education and
independent living.
Any discussion of recreation and leisure has to begin with the understanding that "leisure skills"
implies personal choice making by participants. We all do many things that we would
rather not be doing but we do not call them recreation, nor do we call the time
spent doing them leisure. Therefore, a prerequisite to teaching leisure skills
to
young people is paying close attention to what they enjoy, helping them
understand that leisure time is a time that they can make choices, and
if they are unaccustomed to making choices, providing them with the
skills and framework to do so.
MAKING LISTS:
Consequently, whether leisure skills are to be taught at home or at
school, the first step is always doing a further survey of the child's
interests, the family's interests, and the environments that the child/family
move in.
It's best to sit down and make a list of all the things that your child enjoys
doing,
remembering to get input from him/her to the greatest extent possible. Some of these things may
seem a little weird like tearing up paper or putting things in purses. Don't make judgments about
the value of the activity at this point, just collect the data. To elicit this information from some
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children you might be able to simply ask for their ideas after explaining what you are doing. With
children who are not as skilled in the area of communication you might need to spend time
observing your child in a variety of settings to gain some insight to his/her preferences.
After you make a list of the child's interests, the next list to make is what your family and your
child's closest friends enjoy doing together. Because many of our leisure activities are done with
somebody, it's best to learn some of the things the other people in your child's world like to do.
The third list you will need to make is of the places your child and your family spends most of their
time. Skills that you teach should be things that can be done in those environments.
Now that you have your lists, use them and share them with relatives,
baby sitters, teachers, friends or anyone who can help your child learn
recreation and leisure skills.
IMMEDIATE SKILLS:
The first level of leisure skills that your child needs to know are those
skills that we might refer to as "immediate skills." These are the skills that
your child should use during periods when they have to wait, when they
are receiving a minimal amount of supervision, or when other plans fall
through: what your mother may have called "things to do on a rainy day."
These skills are what every child needs, not only for himself, but so that
other family members can take care of their own everyday needs. In most
cases, developing these immediate skills is not so much a matter of
teaching but of observing and adapting. Remember, leisure skills are
those things that your child chooses to do and might not be the things you would expect. We have
known kids who take great pleasure in pumping up inner tubes, washing dishes, sorting through
candy wrappers they have saved, looking through binoculars, grinding coffee beans and collecting
bowling pins. The important common denominator for all of these activities is that the child selects
and enjoys the activity. Our job, as adults, then becomes letting them choose and letting them
participate in that chosen activity.
While some of the things your child may choose may seem "inappropriate", with some creativity
and adaptation, you can turn these activities into meaningful leisure skills. (Editor's note: Tom
Powell notes that there is not really that much difference in collecting candy wrappers and
collecting stamps or rocks or baseball cards.)
ADAPTING:
An older student who still enjoys a push toy might easily be taught to push a carpet sweeper or a
shuffle board stick instead. A dust mop proved to be a good substitute for a teenager who is blind
and enjoyed exploring the space in a room by banging the ceiling with a stick. She had fun and
kept the cobwebs at bay simultaneously. Someone who likes to push buttons might be taught to
use a piano, push keys on a typewriter, push the slide changer on a slide projector, or learn to
operate a tape recorder. A child who throws things could be
taught to load the dryer, play horseshoes or shoot baskets. Kids
who enjoy vibration might learn to use an electric toothbrush or
operate a foot massager. Someone who loves to spin might enjoy
playing on a merry-go-round or learning to dance.
Activities should be those things done by typical people your
child's age. Even if the activities your child enjoys are not typical
for a child their age, the materials they use can and should be
replaced by materials that are chronologically age appropriate.
For example:
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Activities and Material that are Age Appropriate
Individual likes:
For a young child:
For an older child:
to rock
rocking horse
rocking chair
music
A musical stuffed animal
tape player with head
sets
to put objects into
containers
nesting eggs
tools such as socket
wrenches into form fitted
tool set
If you are stuck for ideas, start asking friends and family about their activities that include certain
actions or that resemble the behavior your child seems to enjoy so much.
Some children seem to need certain sensory stimulation to calm themselves such as light gazing,
being inside tight spaces, putting things on their fingers, hands, head, etc. These behaviors might
give direction to you in helping that child to develop some leisure skills. For example, the child
might start a collection of lighted objects such as the type found in some of the novelty stores.
They could spend time exploring them in their room, taking them off a shelf or out of a box, and
putting them back. They could also take a few of these items with them in a back pack or fanny
pack if they are going to be in a situation where they are required to wait for periods of time. A
child who likes to be in tight places may enjoy a snuggle bag or bean bag chair with pillows or
accessing some designated place that could be created within his room for him to crawl inside.
Just “hanging out” can be a legitimate leisure skill if your child chooses it.
EXPLORING:
Beside developing "immediate skills" your child needs to be taught a number of new skills that can
be used throughout his/her life. Because leisure activities should be
done by choice, it is our responsibility to expose children to a variety of
options from which they may choose. Many times children surprise us
with the activities they enjoy once they are given the opportunity. We
should let children sample all activities participated in by friends and
family and that can be done in their familiar environments. This exploring
should include both group and individual activities. While exploring with
your child it's a good idea to note which activities your child shows some
interest in doing. Try these activities a few times before giving up on
them. Sometimes doing something for the first time can be frightening and overwhelming.
TRAINING:
When your child's exploration has identified some activities they seem to enjoy, your next step is to
teach the skills they need to participate to the greatest extent possible. This involves gathering
materials, learning skills and rules, possibly learning money exchange or budgeting, developing
social skills and making choices. The teaching might also involve classmates or brothers and
sisters who would like to participate in these activities as well. Your child may never be able to fully
participate in all aspects of an activity but any part of the activity they enjoy is worth doing. For
example, your child may not be able to play a game of basketball, but she might enjoy throwing out
the ball to the other players, retrieving it if it goes out of bounds, making free throws, and
interacting with peers in a group activity.
The time we all spend enjoying ourselves is a very important part of our lives, we can help ensure
that our children have a richer life by honoring their choices, developing their interests, exploring
new activities and teaching them the leisure skills that they need. You might also find that teaching
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a child to play is a treat for you as well.
Editor's Note: If you are a parent who feels lost when you try to teach your child a new game or
activity, ask your school to help. See that the goals on the IEP include skills that will facilitate the
development of a variety of recreation and leisure options for your child. School personnel should
solicit ideas and information from parents, friends, and family when they try to identify the areas of
interest and the types of environments the child will likely access. The more independent an
individual is in entertaining him/herself the better their chances are for functioning well within their
immediate family and in adult living situations. Participating in recreational activities is often a natural
way to make connections in the community. Having activities that you enjoy and opportunities to
choose to do these activities regularly makes you a happier, healthier individual.
Colorado Summer Camps
Aspen Camp School for the Deaf
B. J. Blocker, Executive Director
P.O. Box 1494
923-2511 voice 6609 TTY
Aspen, CO 81612
Phone: [email protected] www.acsd.org
Every summer ACSD hosts over 100 Deaf and Hard of Hearing students, ages 8 - 20, from across the United
States. All sessions (except the one-week Teen Arts & Innovations Session) include outdoor education, creative
arts, drama, photography, horseback riding, river rafting, communication skill development, computer experience
and opportunities for personal growth. Located in Old Snowmass, Colorado, twenty minutes from Aspen, this
camp has been in existence for over 30 years. In addition, Scholarships are available for all families. ACSD has
worked with teenagers in the past that also had low vision or Usher syndrome.
Colorado Lions Camp
P O Box 9043
Woodland Park, CO 80866
Phone: 719-687-2087
web: http://www.lionscampco.org/
This is a residential camp for persons with visual and/or hearing and/or speech impairments, mild cognitive and/or
physical challenges. For ages 8-12, 13-18, 19-30, and 30+. Separate week-long sessions for each age group
throughout the summer. Activities include horseback riding, swimming, nature studies, story telling, astronomy,
high/low ropes, fishing, Western reenactment and open campfire. Not wheelchair accessible. Financial sponsorship available.
Easters Seals Summer Camp
5755 West Alameda Avenue
Lakewood, CO
Phone: 303-233-1666
TTY: 303-232-5685
Easter Seals of Colorado has a number of different programs for children and adults with disabilities to help build
self esteem and achieve independence. Programs include Camp Freedom for teens 15-21 with developmental
disabilities, Camp Jerry's Kids for young adults with muscular dystrophy, Computer Fun Day Camp for children
ages 6 to 7 with all types of disabilities and Talking with Technology camp for non-verbal children. The season
opens June 3 for the following 10 weeks of residential camping, including fun activities such as fishing, swimming,
horseback riding
Camp Paha-City of Lakewood Special Populations Day Camp
Using a Lakewood Elementary School
Phone: 303-987-4869
12100 W. Alameda Parkway
FAX 303-987-4863 (year round)
Lakewood, Colorado 80228
E-mail: [email protected]
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Other Organizations that Support
Leisure and Recreation
American Alliance for Health, Physical Education, Recreation and Dance
1900 Association Drive
(703) 476-3400
Reston, VA 22091
Fax: (703) 476-9527
Students, educators in physical education, dance, health and recreation. Houses the
Adapted Physical Activity Council.
American Athletic Association for the Deaf
3607 Washington Blvd., #4
(801) 393-7916
Ogden, UT 84403-1737
Fax: (801) 393-2263
Fosters athletic competition among the deaf and regulates uniform rules governing such competition.
Blind Outdoor Leisure Development
533 E. Main
(303) 925-2086
Aspen, CO 81611
Assists blind persons in participating in outdoor recreation. Aids in the establishment of local recreation
clubs. Designs and conducts training courses.
National Handicapped Sports
451 Hungerford Dr., Ste. 100
(800) 966-4647
Rockville, MD 20850
Fax: (301) 217-0968
Promotes sports and recreation opportunities for individuals with physical disabilities. Provides direct services to people with mobility impairments, including those with visual impairments, head injuries, cerebral
palsy, birth defects, and neuromuscular disabilities.
National Lekotek Center
2100 Ridge Ave.
(800) 366-7529
Evanston, IL 60201
Offers a family centered approach to play. Children with special needs—along with their parents, siblings,
grandparents, neighborhood friends—attend monthly play sessions.
Special Recreation, Inc.
362 Koser Ave.
(319) 337-7578
Iowa City, IA 52446-3038
Organization for consumers with disabilities, their parents, rehabilitation professionals and volunteers.
U.S. Toy Library Association
2530 Crawford Ave.
Evanston, IL 60201-4954
National network of nearly 400 toy lending libraries serving children with and without disabilities. Families
may borrow both commercially available and adapted toys.
World Recreation Association of the Deaf, Inc./USA
P.O. Box 92074
TTY: (716) 586-4208
Rochester, NY 14692-0074
Fax: (716) 475-7101
Established to foster the development of innovation in recreational and cultural activities for the deaf and hard-of-hearing community.
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Taking Care of Yourself (cont.)
Get the help you need, the way you need it.
It might help to talk things over with your family, friends,
co-workers, or other supportive people. They may want
to help but don’t know what to do. They may be waiting
for you to ask. Your spouse may not volunteer to take
over one of your chores, but might be quite willing to give
it a try if asked. A co-worker or neighbor might enjoy
cooking a meal for your family during a particularly stressful time. Aunts, uncles, grandparents, and even siblings
often want to be useful - they just need to know what to
do.
This doesn’t mean that anyone wants to be obligated to take over all of you responsibilities.
Resentment can build when people feel pressured. But if you ask for and appreciate their
efforts, they’ll be more likely to feel good about what they’re doing. And they’ll probably
want to continue to do more.
Here are some other ways to get support:
•
Some churches have parenting or support groups. They may provide child care
during their group meetings.
•
Many communities have organized parent enrichment classes.
•
Some parents hire help to take care of routine chores so they have more time to
spend with their family.
•
Therapists, teachers, and physicians may be able to show you how to handle your
child’s special needs in easier ways. If you have a question, ask.
•
Social workers know of community programs that help support families in need.
•
Stress, time management, or assertiveness training may be helpful and
and available in your community.
What else can I do?
Set up a daily routine, leaving plenty of time to get things done in a relaxed manner. Many
children do not like to be rushed. They want and need to participate in every activity to the
best of their abilities. When they’re hurried, they may become disorganized, agitated, or
easily frustrated. It may seem as though it takes longer to get a child up and dressed in the
morning without rushing, but things will be easier in the long run.
•
Start the morning earlier
•
Arrange the room so the important things are available and the rest are put away.
•
Child-proof the room to cut down on obstacles, hazards and distractions.
Try lowering your standards on unimportant things. It really isn’t that important if the house is
a little dusty. The lawn will survive even if it isn’t mowed every weekend. But there will be
problems if your needs and the needs of your family aren’t met. Decide what’s really important to you and stick with it. It doesn’t matter if your home is perfect - what
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does matter is how each and every member of your family feels. These feelings last a lot
longer than a dusted coffee table or a waxed car.
What about those “blue” days?
It is normal for feelings to greatly affect how much and how well things go. Parents have a
variety of feelings even under the best of circumstances. When there is a problem, the feelings may be exaggerated.
Find someone to talk to - someone who understands how you think and accepts your feelings. Being able to talk about what is going on can be the
best therapy. If you need more help, please ask - professional help is available in most communities. No one can “fix” things for you, but a good listener is a valuable friend and a real help during difficult times.
Summary
Taking care of yourself is not easy, but you have a long, complex job ahead
you. If you take good care of yourself as you go along, it may make the
work a little easier and more pleasant.
of
Stress Management “Survival Plan”
Reprinted with permission from UPC Connection
2290 East 4500 South, Ste #110, Salt Lake City, UT 84117, 801- 272-1051
1. Recognize
when you have
too much
stress. Learn to recognize
your unique cues that tell
you about your level of
stress. Everyone has some
stress in their lives. Remember, significant stress
over a long period of time
can lead to illness, accidents, or lowered selfesteem.
2. Talk out your troubles.
Find a friend, member of
the clergy, counselor, or
psychotherapist you can be
open with. Expressing your
bottled-up tension to a
sympathetic ear can be incredibly helpful. Be sure
the person you talk to can
keep confidences and accept you for who you are.
Avoid people who give a lot
of advice.
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3. Learn a systematic,
drug-free method to relaxation. Meditation,
yoga, autogenic training
or progressive relaxation can be
learned from various accredited
teachers, licensed
psychotherapists, and
even books. The only way
it will work for you is if you
practice relaxation on a
regular basis. Practicing
relaxation during crisis will
probably not work.
4. Get regular physical exercise. Check with your
physician before
beginning any
exercise program. You will be
more likely to
stay with an exercise program if you
choose one that you
really enjoy,
rather than one that is hard
work and drudgery.
5. Proper nutrition. Eat well
balanced meals,
and on a regular
basis. You may
want to consider
moderate use of vitamins,
especially if you are under
a great deal of stress.
6. Sleep. Although each person has different needs,
getting seven hours sleep,
per night, on a regular basis will help moderate
stress.
7. Learn to plan.
Disorganization can breed
stress. Having too many
projects going simultaneously often leads to confusion, forgetfulness, and the
sense that uncompleted
projects are hanging over
your head. When possible,
take on projects
8
one at a time and work on
them until completed.
Schedule yourself. Prioritize. Delegate. Long range
and short range planning.
Quiet time.
8. Recognize and accept
limits. Most of us set unreasonable and perfectionist goals for ourselves. We can
never be perfect, so
we often have a
sense of failure no
matter how well we
perform. Set achievable
goals for yourself. Learning
to say “no” to others may
be helpful here. You may
want to take a class in or
read about, assertiveness
training.
9. Have fun. You need occasionally to escape
from the pressures
of life and have fun.
Find pastimes
which are absorbing and
enjoyable to you no matter
what you level of ability.
Remember, you are NOT
being lazy. Having fun is
OK!
10. Be a positive person.
Avoid criticizing others.
Learn to praise the things
you like in others.
Focus upon the
good qualities of
people.
11. Learn to tolerate
and forgive. Intolerance of
others leads to frustration
and anger. An attempt to
really understand the way
other people feel can make
you more accepting of
them.
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12. Avoid unnecessary
competition. There are
many competitive situations in life we cannot
avoid. Too much concern
with winning in too many
areas of life can create
excessive tension and
anxiety and make one unnecessarily aggressive.
Extra Tips
1. Dress comfortably. When
you feel comfortable in your
clothes and
look nice, you
can meet the
day with greater confidence. Pinchy shoes,
creepy panty hose, tootight pants, etc. can ruin
the best of moods.
2. Make duplicates of all
keys. Put them where you
can get to them when
they are needed (when
you’ve locked yourself out
of the car, etc.).
3. Avoid rush hour traffic by
leaving 30 minutes later
or earlier.
4. Keep extra supplies of
critical items on hand so
that running out of something necessary does not
add
5. Stress to an already hectic day (or night). Medicines, baby formula, personal hygiene items,
soap...whatever you can’t
get along well without.
6. Practice preventive maintenance for your mechanical appliances and machines. Keep things
clean, serviced and operating correctly.
7. Avoid the use of alcohol,
tranquilizers, sleeping pills
that seem to reduce stress
momentarily, but which increase it in the long run.
8. Take leisurely baths.
Showers are more efficient,
but a long soak in a hot,
fragrant bath is more relaxing. (Unplug the phone.)
9. See the humor in
life. Every situation
has something
funny about it if
you look for it.
Laughter is one of the best
tension reducers!
10. Take a break from the children. Babysitters are not
just for emergencies or
special occasions. You are
a legitimate person...exchange services
with another mother so
there is no cost involved.
Take time for self-renewal.
11. Trust yourself to say “no” to
more than you can handle.
Don’t set yourself up. You
know your schedule and
demands, and you have
the right to protect the investments you have already made. Examine your
need to rescue, your need
to please.
12. Work off tensions. When
the stress response is triggered, the body prepares
to fight or run. Since we
usually can do neither, having a
“leaning fit” or doing
yard maintenance is
very beneficial. Sports activities can have the same
effect.
9
Recreation & Leisure Resources
For People with Vision Loss
(Updated Spring, 2003 from Envision’s In Touch, Summer, 2001)
Adaptive Sports Association
970-259-0374
National Beep Baseball
614-442-1444
www.nbba.org
American Blind Skiing
Foundation
847-255-1739
National Camps for Blind Children
402-488-0981
The American Camping
Association
800-428-2267
Breckenridge Outdoor Education
Center
970-453-6422
Colorado Mountain School
888-267-7783
Courage Center
888-846-8253
Courage HANDI-HAM System
866-HANDIHAM (866-426-3442)
Handicapped Scuba Association
949-498-4540
National Arts & Disability Center
310-794-1141
http://nadc.ucla.edu
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National Sports Center
for the Disabled
970-726-1540
Ski for Light
612-827-3232
Space Camp & Aviation Challenge
for VI Students
304-822-4410 or 304-822-4883
Space Camp & Aviation Challenge
for D/ HH Students
412-371-7000
United States Association for Blind
Athletes
719-630-0422
US Blind Golf Association
850-893-4511
www.blindgolf.com
United States Braille Chess Association
718-275-2209
10
LEARNING TO PLAY OR PLAYING TO LEARN Fostering Play Development Patterns in Children Who are Deafblind
In this article Julia Martín Cuerdo, who is a teacher of deafblind children and Juan José Martínez González, a psychologist in social services, report their work on the importance of play for deafblind children. The authors work for ONCE in Spain.
Why Play? Most children, as we have all had occasion to note,
spend a good deal of their time playing. Each game is an excuse to
explore, handle, or create, all of which contributes to their cognitive development. We often see, however, that deafblind children do not spend their time doing what other
children of their age do: play.
How can we help them play and how important is it to do so? Our purpose in this article is to reflect on the significance of some results from our everyday work at ONCE
and share the observational records we use in different play situations. The play sessions were organized to provide:
•
•
•
time for exploring objects and toys, in which the adult remained at the child's side,
participating in the game;
free play time with no directional participation on the part of the adult;
and free play time in which the child played alone, with the adult nearby but not
participating.
Dimensions Analyzed: The aspects of play recorded in our observations were: space ,
approach to and use of objects and toys, and communication and the scenarios where
activities take place.
Use of space: In this dimension we consider aspects relating to movement about and
the child's capacity to undertake complex and coordinated movements in space
(motility) in connection with game content. In general, deafblind children tended to
make restricted use of space, with inhibited movement. Nonetheless, certain differences were noted depending on their remaining vision and hearing, which favored mobility and spatial organization and allowed for better control of the surrounding space.
The restrictions observed may be considered as adaptive behavior to control space and
enjoy the playful aspects of the activity. But, we should be alert to such restrictions so
we can detect when they form a part of a general pattern of inhibited behavior that
may obstruct play altogether.
Generally speaking, the tendency towards restricted movement decreased when the
child was accompanied by an adult. In such situations children were more flexible and
their movements more expansive. The objectives of our action were geared to providing children with the resources that would allow them to control the space reserved for
playing, to reduce the level of hyper-surveillance and facilitate playful attitudes.
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Approach to and use of objects and toys: We are all aware of deafblind children's
difficulties when it comes to interacting with objects. For this reason, we were interested in observing how such children approach toys and what use they made of them.
The children usually did not make expected use of the objects; their behavior was
geared more to movement and handling objects than to making any functional use of
them.
Some children avoided direct contact with objects, especially objects that were new to
them. Another approach to exploration was intrusive, perhaps related to a prolongation
of the oral phase. In our intervention, then, we had to bear in mind that these two attitudes, avoidance and intrusion, obstructed any opportunity to gain adapted knowledge
of the object.
In an attempt to overcome the children's inherent difficulty in recognizing objects, we
attempted to promote experience, seeking to reduce the effects of the children's sensorial impairment or an insufficiently stimulating environment and teach children to use
their sense of touch for full and systematic exploration.
We worked systematically: asking them to pick up a toy and helping them to explore
and discover its various uses.
Over time, a change was observed in most of the children: on the one hand, they began to understand what "play" meant, and were able to distinguish it from "work". And
on the other, they began to express preferences for certain objects, searching for them
instead of resigning themselves to whatever was closest at hand.
When the amount of time a child devoted to a given action or object, (making noise
with a toy or moving it or squeezing it), was felt to be no longer useful - becoming repetitive or indicative of isolated behavior - we interrupted the game and suggested
other activities to encourage experimentation with the object.
Communication: Play is an ideal scenario for promoting interaction and the expression
of emotion and intention. We tried, on the one hand, to appraise the child's ability to
take advantage of adult availability by asking for help and, on the other hand, to ascertain whether they could share their interest in an object with others.
As a general rule, at first the children either did not know how or found it very difficult
to take full advantage of the adult's presence, tending towards passive, dependent or
falsely independent attitudes. Rejection of an object was something that all children
expressed very clearly; expressions of pleasure, smiles and vocalization of sounds,
however, were not as obvious in all of them.
To be more effective, we tried to observe when their demands were in response to a
real need for help and when they were formulated merely to maintain consistent contact with the adult. In the latter case we felt it was more beneficial to make the child
aware of our presence and availability than to try to respond to each and every one of
his/her specific demands, since that could dissipate play even further. In short, what
we sought was for the children to learn to make adequate use of the available adult
and encourage them to use their own resources to respond to some of their needs.
Spring 2004
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In most cases, contact with the adult was observed to be predominantly physical.
Some of the children demanded the adult's attention not only to ask for help but to
show him/her an object and share their interest in it.
Play scenarios: The scenarios we used were a table and a rug, both inside the classroom. We attempted to ascertain whether each child had a preference for one space or
the other and whether his/her attitude towards toys and behavior in play was the same
or different, depending on where it took place.
In play involving food, small building toys, dolls and so on, the children were more active when at the table, where they control space better and felt safer. Children with
some ability to make decisions and more independent in their movements were observed to pick up the toys and move them from one scenario to the other.
When the game involved large building toys, all the children accepted the rug as their
playground and none of them attempted to change to the table.
In role-playing games, such as doctors, hairdressers and so on, the children preferred
to sit at the table or stand up. When on the rug they were more passive, generally
waiting for the adult to take the initiative.
Our initial intention was to help children to play on their own, which is something they
were not doing, but since they were in a classroom context with a group of classmates,
we also tried to set up group play situations. This was easier in games involving movement, since they all seemed to like this sort of activity and were more highly motivated
to participate.
What did we find out? Not only are children who are deafblind able to play; they
need to play. Despite the difficulties, we must bear in mind that play is an opportunity,
as it is for any child, to enjoy themselves and express their emotions. It also contributes to the development of symbolic thought.
It is we adults who need to strike the proper balance in offering them the help they
need without interfering with their independence and growth. And this
can
only be achieved in a warm and stimulating environment that is at the
same time respectful of the child's development process.
For all these reasons, we believe that educational programs should lend
special attention to these activities from the outset, for what can
be better than learning at play or playing to learn?
E-mail: [email protected]
This newsletter was supported in whole or in part by the U. S. Department
Education, Office of Special Education Programs, However, the opinions
expressed herein do not necessarily reflect the policy or position of the U.
Department of Education, Office of Special Education Programs, and no
ficial endorsement by the Department should be inferred. Note: There are
copyright restrictions on this document:
however, please credit he source and support of federal funds when copying all or part of this material.
This report is also available on the web for printing at:
http://www.cde.state.co.us/cdesped/SD-Deafblind.htm
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From LET’S PLAY! PROJECTS - University of Buffalo, Center for Assistive Technology
If a child has difficulty using a toy, it may be time for some simple adaptations. There are many simple adaptations to assist your child in getting the most ort of play. Ask yourself the following questions to determine what further adaptations are needed:
Can your child reach the toy? What can you do to bring it closer or extend certain parts?
Would accenting or highlighting certain areas of the toy make them easier to locate?
Would making the toy more stable help it stay in a certain position?
Does the toy need to be confined so it stays within your child’s reach?
How can I make play more simple?
ADAPTING TOYS
Adapting toys can make them easier to use. There are several types of materials to use for different
needs:
Stabilizing
Materials that support play by holding a toy within the child’s reach or vision. Often toys that stay “in
one place” can be easier to use. Use them to hold a jack-in-the-box in place or connect a communication device to a crib.
Dycem (Kapable Kids, Fred Sammons, Abilitations)
Grip Liner; mug mats (Rubbermaid; Commercial)
Velcro; Dual Lock (Commercial)
Suction cups (Commercial)
Carpet squares (Commercial)
Magnetic tape on toy with cookie sheet as “table”
Extending/Building Up
These materials are used to build up certain access features. They help children press too-small
buttons or keys, hold puzzle pieces or make markers easier to
hold.
Plasticine (Commercial)
Magic Model Clay (Crayola)
Popsicle sticks
Cylindrical foam padding (Fred Sammons)
Sponge rollers (Commercial)
Knobs on puzzles
Spring 2004
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Highlighting Materials
These materials are used to highlight/enhance certain areas on toys, making them easier to locate.
Change the appearance or feel of the toy pieces. Try highlighting certain areas or masking others.
They help to simplify toy design and facilitate independent play by children.
Tape: painters, colored vinyl, colored masking tape
Colored Velcro tape
Wikki sticks
Glued yarn, colored glue
Black or contrasting color cloth for masking; cardboard templates, etc.
Attaching
These materials are used to bring items closer to the child, making reaching, grasping and playing less “work”.
Links (Right Start, Discovery Toys, Commercial)
Snaps on fabric tape (Fabric store)
“Stringers” or Magic Shoelaces
Elastic Straps (Fabric store; other Commercial)
Attach-And-Play (Safety first; local)
Colored Velcro straps (e.g. computer wire binders)
Confining
These materials preventing a toy from moving too far away from a
child
- out of the child’s reach or vision. These items create boundaries to help a child to control his immediate play environment.
Hula-hoops (Commercial)
Box tops
Planter bases (Commercial)
Other items can be used to create play areas which confine several toys. Their use may particularly
benefit children with visual or physical impairments.
Inflatable boats
Tents
Play environments - e.g. gardens, forts, castle, etc.
Cribs, bathtubs, laundry baskets
Simplifying
Try simplifying how play materials are presented to your child. Limiting the number of toy choices
and pieces may make play easier.
Remove distractions from the play area before play begins. Turn off the TV, remove clutter and provide good lighting to decrease distractions from play.
Select 1-2 toys at a time. Place toys on a contrasting color surface
⇒
when playing with toys with multiple pieces and colors, lay all the pieces on a
solid colored surface.
Spring 2004
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Resources and Catalogs
Below are listed a variety of places which offer catalogs
or are a resource for toys.
Lighthouse for the Blind
(800) 829-0500
Texas State Library
(800) 252-9605
Talking clocks/watches/calculators,
braille games, cards, variable speed
tape player/recorder
Seedlings
(800) 777-8552
Braille and Twin Reading Books
Maxi-Aids
(800) 522-6294
National Braille Press
(617) 266-6160
Toy Manufacturers of America &
American Foundation for the Blind
Guide to Toys for Children Who are
Blind or Visually Impaired
(212) 675-1141
Switches to adapt appliances/toys
Toys for Special Children
(800) 832-8697
Toys R Us Toy Guide
(703) 684-6763
Constructive Playthings
(800) 832-0572
Discover Toys
(800) 426-4777
Childcraft
(800) 631-5657
Exceptional Teaching Aids
(800) 549-6999
Chinaberry Book Service
(800) 776-2242
Raised-line coloring book, scented clay,
Wikki Stix
Music for Little People
(800) 346-4445
Lekotech Toy Resource Hotline
(800) 366-PLAY (800)-366-7529
The Best Toys, Books & Videos for Kids
(800) 535-1910
Descriptive Video Service
(317) 579-0439
How to adapt toys; available through Exceptional Parent Library
Speaking of Happiness….
Slow down and enjoy life. It's not only the scenery you miss by going too fast - you also miss
the sense of where you are going and why.
Eddie Cantor (1892 - 1964)
At the height of laughter, the universe is flung into a kaleidoscope of new possibilities.
Jean Houston
Laughing is the sensation of feeling good all over and showing it principally in one spot.
Josh Billings (1818 - 1885)
Spring 2004
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The Toy doctor’s Prescription for Play
Reader toy suggestions by Louise Kinross
Teacher Claudia Wood knows how important play is to children, but when she first
came to Bloorview MacMillan Children’s Centre School, in Toronto, Canada, she
couldn’t find any toys her kindergarten students could use.
That’s because many had physical disabilities that made it difficult for the children to manipulate commercial toys.
That changed when volunteer Roy Loach came on the scene. Roy - known affectionately as the “Toy
Doctor” to her class - has taken on the role of adapting toys so that they require less manual dexterity. That includes wiring mechanical toys with jacks so that the kids can operate them by hitting
a large switch and putting wooden knobs on puzzle pieces so they’re easier to pick up. “Roy has
made our toys accessible,” Claudia says.
Roy, 72, is a retired Toronto engineer who once owned a company with
a machine shop. “I’ve always enjoyed mechanically inclined work, and
there’s nothing more rewarding than the smiles children give me for
fixing their toys,” Roy says.
Three shelves of toys in Claudia’s class are covered with Roy’s handiwork. An example is a set of tiny alphabet ink stamps. Roy drilled
small holes into each stamp and then glued wooden dowels into them
so that they could easily be picked up and used. Roy estimates he’s
completed about 30 projects with his metal and woodworking tools.
Claudia says the adapted toys allow her kids to play independently - an important part of their development.
Many of Roy’s adaptations are “quite simple for the average handy person,” he says. “If you don't
have the tools or knowledge yourself, seek out help from a friend or relative who enjoys woodworking. Always check with you child’s teacher or therapist to make sure that your adaptations are appropriate.”
Installing Touch Pad Switches
Push a toggle and a toy dog walks. Slide a switch and the propeller on a toy helicopter spins. Battery-operated toys like these provide powerful cause and effect learning opportunities for kids.
But for children with fine motor problems, they present a huge challenge. That’s because most
have a small on/off switch that requires strength and precision to operate. This problem can be
remedied by installing a touch-pad switch.
What you’ll need: A small Phillips screw driver; cutting pliers; electric drill with a 1/4-inch bit;
soldering iron; a 1/8-inch phone jack (#274-248A at Radio Shack); and an Ability or touch-pad
switch, which can be bought from a switch supplier online, or which you can make your self (see
next page).
Spring 2004
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How to do it: Take the toy apart with a screwdriver. Choose toys that don’t have plus coverings,
because the coverings are difficult to remove and then replace. Drill a 1/4-inch hole in a place that
won’t impede the function of the toy, or be cosmetically unattractive. In the 1/4-inch hole, install
the phone jack. Cut the positive wire from the battery power, and solder in the jack. Make sure
you install it so that the manual switch can still operate the toy when the touch pad switch isn’t
connected. Put the toy back together. To use the pad switch, plug it into the jack and turn the
manual switch on.
To make an inexpensive pad switch: purchase a battery-operated closet light (sold at any hardware
store); 30 inches of two-wire conductor wire; and a 1/8-inch phone plug (#724-284C at Radio
Shack). The closet lights have a battery, bulb and switch inside, and are turned on by pushing the
round pad on the outside. Take the light apart with a screwdriver and cut the two wires connected
to the inside switch. Solder the two wires of the conductor to the switch wires, then solder the
two wires at the other end to the phone plug. You’ve now created “a dandy, inexpensive pad switch,” Roy says.
Creating knobs for puzzle pieces
Jigsaw puzzles are great for promoting eye-hand coordination, but their pieces
can be difficult to pick up for children with poor fine motor skills. You can get
around this problem by attaching knobs to the pieces, making them easier to
grasp.
What you’ll need for plywood puzzles: A length of 1/4-inch round dowelling; a hack saw; file; drill
press; and wood glue.
How to do it: Saw up the dowelling into 1 and 1/2-inch long pieces, and file the ends to remove
sharp edges. Using a drill press, take a piece of the puzzle and drill a 1/4-inch hole in it (you’ll usually position it close to the center, but make sure it doesn’t cover a key letter or word on the puzzle piece). Put glue on one of the dowels and push one end into the hole. Let the glue set, while you
complete the same process with the other puzzle pieces. Children will now be able to better grasp
the pieces with the 1and 1/2-inch long knobs you’ve attached.
What you’ll need for cardboard puzzles: An electric drill with countersink tool; cutting pliers;
10-24x3/4-inch long, flat-head machine bolts with nuts (one for each puzzle piece); and a piece of
1/4-inch OD x 0.170 ID vinyl tubing (you’ll need a 1 and 1/2-inch long piece for each puzzle piece).
How to do it: Cardboard puzzles are usually only about 1/8th of an inch thick, so it’s not practical
to glue in 1/4-inch round dowels. Instead, take one of the cardboard puzzle pieces and drill a 3/16inch hole close to the center. At the bottom, use a tool to countersink it so that when you push the
bolt in from the bottom, the beveled head is flush to the cardboard. Push the machine bolt through
the bottom of the puzzle piece, and secure it with the nut. You now have a 3/4-inch bolt sticking up
out of the puzzle piece. Cut a 1 and 1/2-inch long piece of vinyl tubing, and push it over the top of
the screw. Children can now grab onto the vinyl tubing to pickup and place the puzzle piece.
From: Eparent Services - http://www.eparent.com/toys/toys1001_PrescriptionforPlay.htm
Spring 2004
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Toys for Fun and Learning
Reader toy suggestions by Eva Briggs
My neighbors joke that I adapt so many toys, I’m going to have to build my friends’ son, Hank, who
is 11 now and has 5q-syndrome which means he is missing a segment of the long arm of his fifth
chromosome. As a result, he has poor muscle tone, poor coordination, and can speak only a few
words. He can’t walk, but can crawl.
One of my goals was to design toys that would encourage Hank to use his index finger so he would
increase his strength and coordination for pointing and keyboarding. The first toy to encourage this
skill used musical buttons recessed into holes that require the use to poke his/her finger into the hole
to activate the sound. I purchased musical buttons at a craft store. I
then found a small, sturdy, flat box. I made three round finger sized
holes in the lid and then aligned them with three finger-length plastic
tubes cut from 35 mm film canisters. I glued one music button at the
bottom of each tube. I then used foam to pad the tubes in place, glued
the lid onto the box and decoupaged a colorful design on the outside.
When all three buttons are activated in rapid succession, there is a delightful cacophony! My son gave me the highest praise that a toymaker
can hear - that this was the most annoying toy he could imagine!
“Woolly Willie” is a toy that uses a magnet to rearrange iron filings into
various hairdos and whiskers. I sewed a finger-sized fabric tube with a
magnet sewn into the tip. The user slips the tube on like a glove finger,
and can use the tip of his/her finger to draw on “Woolly Willie.” I also
made some fatter magnetic sticks than the tiny one supplied with the
toy by gluing magnets to the tip of a short segment of on-inch PVC pipe.
My next toy will be custom finger puppets. I’m going to take photos of the faces of Hank’s family,
friends, and pets and scan them into my computer, then crop and resize them to fingertip size and
print them onto T-shirt transfer paper. I’ll then sew some fabric puppets (just simple white tubes will
be fine) and iron the faces onto them. And then - voila! - custom finger puppets.
Hank also loves noise and shiny objects. One of his favorite toys was
made from a shiny coffee can with a lid. I took three small balls (ping
pong balls or plastic cat toy balls with jingle bells inside them. I cut a hole
in the lid a little larger than the balls. Now Hank can drop the balls in and
make noise while practicing hand coordination. We discovered not only
can you shake the can to make noise, if you shake it with a sort of spinning motion, you can watch the balls spinning through the coffee can lid.
To encourage manipulation skills, I make Hank an age-appropriate busy
box. I made a simple plywood box with three doors. Each one has a different latch, a barrel bolt, a window sash lock, and a deadbolt from a
door. Discarded CDs affixed inside each door act like mirrors but are not
so breakable. Hank can manipulate the latches, slam the doors for noise,
and admire his reflection in the CDs. This toy could be made even noisier
by putting various noise-making things inside.
I
Spring 2004
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Another fun spinning toy is a Benham’s disc. This is a pattern of
black and whit, which when spun produces colors. I used a discarded toy potters wheel, but any flat spinnable object, like a
lazy susan will work. I found many Benham’s disc patterns on
the internet. I resized them to fit my potter’s wheel and printed
them out. I glued each one to a circle of cardboard from old cereal boxes. I then glued a small piece of Velcro loops on to the
back of each circle and glued a piece of Velcro hooks to the
center of the potter’s wheel. I glued a mall handle to the edge of
the potter’s wheel to make it simple to grip. Now all one has to
do is affix the pattern of his/her choice to the wheel with Velcro, give it a spin and watch color patterns form.
I think one of the first toys I ever made for Hank was inspired by a card that made noise when
opened - in this case, a roaring tiger. Hank likes to manipulate Velcro, so I sewed a fabric cover for
the card. It was secured with Velcro. The card was completely covered but inside I sewed a clear
plastic pocket. Hank’s dad can put a photo or note in the clear pocket so when Hank undoes the Velcro, he can open the care, hear the roar, and look for the surprise note or picture in the pocket.
My most complicated toy but the one that I’m most proud of is an adapted sled that lets us bring
Hank cross country skiing. I started with a plastic child’s sled. I mad outriggers
from an old pair of child-sized cross country skis. I sawed down a plastic lawn
chair to make a seat, which is inside a plastic laundry basket for lateral support. The seat has a harness made from the straps of a backpack. I also
sewed custom pads for the seat. The sled is towed by PVC traces. Snap
hooks attach one end of the traces to eye bolts on the front of the sled, and
attach the other end to a waist belt. The whole contraption works great!
From: Eparents.com - www.eparent.com/toys/toys1001_FunandLearning.htm.
"For a small child there is no division between
playing and learning; between the things he or she
does “just for fun” and things that are
“educational.” The child learns while living and
any part of living that is enjoyable is also play."
Penelope Leach
Spring 2004
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SUMMER INTERVENTION PROGRAM
Things to Do on Your Summer Vacation
From the Canadian Deafblind and Rubella Association - British Columbia Chapter
www.cdbrabc.ca/ActCommunity.html
Community Based Activities
Learners with deafblindness need opportunities for first hand, real life experiences to continue to build upon their meaning of the world. Community based programming is a concept we
use frequently to help facilitate this development. These outings provide the opportunity to
work on many areas of development for the student in a meaningful environment.
Prior to each outing, a “Trip Book” should be prepared with the student to help prepare him
for the purpose and sequence of events during the trip. This book should contain the key items
of the outing represented either by object cues or pictures. For example, a trip to the garden
shop to buy seeds may contain the following items on each page:
Page 1 - Student’s Name
Page 2 - Car Keys and/or picture of a car
Page 3 - Package of seeds/real seeds
Page 4 - Money in a Ziploc bag glued into the trip book
Page 5 - Shopping Bag to carry the seeds home in
Page 6 - Car keys and/or a picture of a car
Page 7 - Home symbol or picture
The student with deafblindness and the intervener will then use this book as he goes through
each step of the trip thus building on his language skills, cognitive skills, orientation and mobility and life skills.
Once the outing is completed, the student can place the “Trip Book” in a binder which will soon
become a “Souvenir Book” of all his outings. This souvenir book can be used in many ways: to reflect on the outings, to share with his family, and as an expressive means of communication if
the student indicates he would like to do a trip again. If it is possible, it is beneficial to do the
trip more than once to help the student learn to anticipate the sequence of events.
You may wish to do these with another student, but be sure to remember that the entire trip
is a learning experience for the student with deafblindness and they will require one-to-one
intervention to ensure that they get the most from the experience.
Following is a list of potential Community based outings:
Duck pond
Bakery
Library
Doctor’s Office
helicopter
Grocery store
Dentist
Berry picking
Aquarium
Spring 2004
Airport-plane
Art Gallery
Cannery
Orchard
Train
21
Museum
Farmers market
Farm
Fish boats
Bowling
Fields
Kayak
Sailing
Services
Bird watching
Gardening
Police Station
Sea Bus
Theatre
Restaurant
Nature activities
Freighters
Vehicle
Canoeing
Animals
Lake
Fire Station
Skiing
Snowshoeing
Ambulance
Boats
Chick hatchery
Wharf
Beach
Horseback riding
Tractor
Nature Park
Pet shop
Dam hiking
Hairdresser
Hardware store
Pulp mill
Ranch
Bus
Waterfall
Ice Rink
Canoe
Fire engine
Shops
River
SPCA
Swimming
Hospital
Veterinarian
Pumpkin patch
Dog/Cat show
Chocolate factoryCheese factoryFish Hatchery
Botanical garden
Fishing
Post office
Lighthouse
Flower gardens
Bird sanctuary
This is just the beginning. There are so many places to visit with the students which will enhance their real life experiences and their learning in all areas. Brainstorm with those who
know him best. Remember to prepare your outing carefully for the maximum success and most
of all, have fun!
Fun with Foods!
Simple cooking activities can be great fun for you and the child. Making toast together can be
an adventure for the child who is deafblind. Keep your activities simple and repeat them often
to help ensure that the child is learning and anticipating the steps involved, and encourage the
child to gradually become more independent with some of the steps. Try making pudding, a cake
mix, Pillsbury cookie dough where all you and your child have to do is cut and bake, simple sandwiches, etc.
Go on a picnic and ensure that your child helps in the preparation of the food and in packing it.
Here are a few of our favorites!
Jello Fingers
☺ 4 envelopes unflavored gelatin
☺ 3 pkgs. (3 oz each) flavored Jello
☺ 4 cups boiling water
1. In a large bowl, combine unflavored gelatin and
Jello powder.
2. Add boiling water and stir until gelatin is completely dissolved.
3. Pour into large shallow baking pan, chill till firm
4. Cut into squares to serve
5. Makes about 100 1” squares. Invite the
neighborhood kids over to share!
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If the child is tube fed and cannot eat by mouth or is not interested in food, try making some
play dough recipes together.
☺
☺
☺
☺
Playdough
2 cups salt
2/3 cup water plus a few drops of food coloring
1 cup cornstarch
1/2 cut cold water with a few drops of vanilla,
lemon, or peppermint oil to give it an interesting
scent
1. Mix salt and 2/3 cup water in sauce pan - stir
over head three to four minutes
2. Remove from heat and add the cornstarch and
remaining water
3. Stir until smooth
☺
☺
☺
☺
☺
☺
Goop
Mix 1/2 cup cornstarch with 1/2 cup water
Add color if you wish
Pour this mixture into a tray or in a large
bowl
Try to pick it up
Add more cornstarch and see what happens. More water?
Mixture can be reused.
Note: Clay will not keep for more than a few days.
Recreational
Resources
Things to Do This Summer!
Adams Camp - 303-477-7501 - Day and week-long summer
camps for children and their families with occupational therapy, physical therapy and speech.
American Camping - 303-778-0109 Ext. 286, 1-800-428-2267 - Lists a variety of camps including
camps for children with disabilities.
Artreach - 303-443-2882 - Hot line for events: 303-433-2730 - Work to increase opportunities for
people with disabilities to enjoy the arts.
Angelview Therap. Horsemanship - 719-539-4381 - Poncha Springs
Arsenal Anglers - 303-287-3304
Aqua/Hydrotherapy - 303 - 433-6887 - MS community resources
Big Brothers/Big Sisters - 303-433-6975 - Call for a listing of programs
throughout Colorado.
Boulder Parks & Recreation Expanded - 303-413-7216
Boy Scouts of America - 972-580-2000 - Scouting for the Handicapped Service. Referrals and assistance to local troops.
Breckenridge Outdoor Ed Program - 970-453-6422 - wilderness adventures for people with varying abilities, disabilities and special needs, skiing, rafting, rock climbing, etc.
Camp Hope, Camp Share, Camp Promise - United Methodist Church camps - 303-733-3736 Spring 2004
23
Week-long camps for children with special needs, several locations throughout the state.
Colorado Council, Handicap Horseback Riding - 303-841-2438
Colorado Div. Parks/Outdoor Recreation - Colorado Springs, - 719-471-0900, Denver - 303-8663437, Grand Junction - 970-255-6100
Colorado Lion’s Camp - Woodland Park - 719-687-2087 - Week-long adventures
for children and adults with special needs.
Colorado Therapeutic Riding - 303-652-9131
Denver Parks & Rec Special Needs Program - 303-839-4800
Easter Seals Colorado - Rocky Mountain Village - empire - 303-892-6063 or
970-569-2333
Offers a variety of week-long camps and respite weekends.
Easter Seals Colorado - Warm Water Therapy Pool - 303-233-1666 or 1-800-875-4732 - Staffed
by qualified professionals and physical therapists. Group and individual settings.
Fellowship Camp - Black Hawk - 303-642-3428
Girl Scouts - USA - 212-852-8000 - Services for girls with disabilities. Referrals to local troops,
training for leaders.
H-Bar-H Horses for the Handicapped - Lake George - 719-748-3398
Handicapped Sports Program - 303-861-6590
Hearts and Horses - http://www.heartsandhorses.org - Loveland - 970-663-4200
Highland Ranch Therapy Specialist - 303-471-8861 - Offers a variety of programs in therapeutic
recreation for all ages and abilities and willing to provide more programs to meet the needs of participants in the area.
Kent Mountain Adventure - 970-586-5990 - courses arranged for special populations
Kidlink (& Other Summer Programs) - 303-441-0526 - Mapleton Center for Rehabilitation - 311 Mapleton Ave., Boulder, CO 80304
Mapleton Therapy Pool - 303-441-0542 - 311 Mapleton, Boulder, CO 80304
National Sports Center for the Disabled - 970-726-1540 - Winter Park - summer
(rafting, biking, hiking, sailing, camping) and winter (alpine and cross-country skiing, snow shoeing, snow boarding) recreation activities.
Outdoor Buddies - 303-771-8216 - Helps people with disabilities experience the “out-of-doors” by
matching with a volunteer.
Saturday Challengers - 303-753-6688 or 303-839-4800 - Denver Options/Denver Parks & Rec Recreational programs for adults with developmental disabilities.
Special Populations Summer Day Camp - 303-275-3416
Special Populations Programs - 303-987-2490
Very Special Arts Colorado - 303-777-0797 - Programs and services to help people with disabilities experience the arts.
Spring 2004
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