Example of Selecting Materials for a Position Board
Before beginning the design process for a position board, it is important to begin with an assessment of the student, such as the Functional Scheme Assessment. Other assessment tools, such as the Sensory Learning Kit (SLK) from APH may also be helpful. In addition, it is essential for the team to review the learner’s preferences, using a tool such as the Active Learning Materials and Activities Planning Sheet. This includes information about the learner’s likes and dislikes, as well as the use of each sensory channel. A sample form is also available.
Position Board Case Study – Design
Description: Sara Kitchen, TSBVI Education Consultant, describes the materials used in the design of a position board, as they relate to a student’s preferences and learning goals. Sara will show us a position board she has designed for a 10-year-old girl who has CVI and CP, and a rare genetic syndrome. This girl has a range of hand skills, including scratching, pulling, bringing things to her mouth, opening and closing, and taking things out of containers. She likes vibration, chewing on toys and mouthing things, pushing buttons on cause and effect items, throwing, high-pitched sounds, lights, movement, water, taking out, pulling apart. According to her Functional Scheme Assessment, her fine motor skills are in the 3-6 month range.
Position Board Case Study – Implementation
Description: Observation video of student using the position board designed to meet her preferences and learning goals.
To learn more about how to select and match materials to an individual learner’s needs, please watch our webinar from September 2017.