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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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Article contains an easy sight word search. It focuses on the following sight words: it, in, you, on, my & we.

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Article contains an easy sight word search. It focuses on the following sight words: it, in, you, on, my & we.

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Article contains an easy sight word search. It focuses on the following sight words: it, in, you, on, my & we.

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Number Dot to Dot Printables, Printable Connect the Dots Worksheets

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These number dot-to-dot printables (connect the dots worksheets) for kids are to be printed and completed on paper. These dot to dot worksheets are free to print for home or school use.

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Welcome to The Teacher's Corner Maze Maker! With this generator you can generate a limitless number of unique and customizable mazes in just seconds.

If this is your first time, we have set some default options below so all you have to do is click the "Generate Maze" button below. Once it is created, you can simply click anywhere on the maze to see the solution! It's as easy as that!

We answer some of our most asked questions in the FAQ's tab. We also encourage your comments and suggestions. Simply let us know your thoughts in the comments box at the bottom of this page! If you like this tool, check out our other great puzzle makers, and please tell a friend!

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Welcome to The Teacher's Corner Maze Maker! With this generator you can generate a limitless number of unique and customizable mazes in just seconds. If this is your first time, we have set some default options below so all you have to do is click the "Generate Maze" button below.

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The National Lekotek Center, a 501(c)3 nonprofit organization, provides an array of services to improve the lives of children with special needs through the utilization of toys and play.

LEKOTEK CENTERS offer therapeutic PLAY-based family sessions for families of children with disabilities structured to help children learn, develop and thrive in a world that presents them with many unique and complex challenges.

TOYS and PLAY are the vehicles used to provide children with an understanding of and an ability to relate to the world around them.

PLAY is also utilized to increase interactions within the family, especially between siblings, and the community as a whole.
Lekotek Centers Offer: (varies per Lekotek site location)
" When a child experiences play, he or she can depart from the world of struggles, tasks, therapies and treatments into the joyful experience of play and through that accomplish more than anyone ever dreamed possible."
Check out what our Lekotek affiliate at the United Cerebral Palsy of NEPA is up to. Keep up the great work!

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The National Lekotek Center, a 501(c)3 nonprofit organization, provides an array of services to improve the lives of children with special needs through the utilization of toys and play. LEKOTEK CENTERS offer therapeutic PLAY-based family sessions for families of children with disabilities structured to help children learn, develop and thrive in a world that presents them with many unique and complex challenges.

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Welcome to AbleData! We are the premier database for unbiased, comprehensive information on products, solutions and resources to improve productivity and ease life's tasks.

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American Dyslexia Association | We can help! | Dyslexia

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The purpose of this website is to provide parents with fun eye exercises to enhance their children's visual processing skills for better school performance and sustained attention. If you know a child who struggles, the underlying cause may be vision-even if the child has 20/20 eyesight. Visual processing skills like tracking, eye teaming, and visual perception are developmental skills that all children need in addition to seeing clearly. If these skills don't develop normally, children can struggle with demanding visual tasks like reading. Each year as print gets smaller, school performance drops, and as visual fatigue sits in, children become easily frustrated and distracted. All too often, these children appear to have a learning disability or attention problems when the real culprit is poor visual processing skills. Glasses can't help, but eye exercises can! This website will give you good information on vision-based learning problems, and we have even provided you with a great assessment tool to determine if your child is at risk. However, children do not have to have poor vision skills to benefit from these eye exercises. Even children with adequate visual processing can sharpen and improve the learning-related vision skills they already have!

Please Read: The exercises on this website are not vision therapy. Vision therapy is a medical treatment prescribed by developmental optometrists and involves a much wider scope of remediation procedures involving the use of lenses, prisms, filters, and special instruments to train the visual system to work efficiently. Decades of research support the effectiveness of vision therapy to remediate disorders in visual processing. The vision exercises on this website are designed for visual enhance- ment and are not a substitute for professional care. Like any exer- cise program, we encourage you to check with your eye doctor before beginning. These exercises can improve and sharpen visual skills important for reading, learning, and sustained attention. However, if your child has difficulty with these activities, it could indicate there is a more significant problem. Talk to your family eye doctor or contact a developmental optometrist for further evaluation. To locate a doctor in your area, contact the national certifying board for optometrists who specialize in vision therapy at covd.org. It should also be noted that these vision exercises are not meant for children with strabismus and/or amblyopia. If your child has either condition, do not begin even a simple eye exercise program without the advice of your eye doctor. Vision therapy is highly successful in treating both these conditions, but amblyopia and strabismus require strict supervision by a trained professional. Want to learn more about vision-based learning and attention problems?

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Eye Can Learn | Eye Exercises for Visual Health and School Success

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The purpose of this website is to provide parents with fun eye exercises to enhance their children's visual processing skills for better school performance and sustained attention. If you know a child who struggles, the underlying cause may be vision-even if the child has 20/20 eyesight.

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Learn detailed information about MOVE trainings, workshops, and seminars which instruct attendees on the MOVE Program, an activity-based program designed to teach functional motor skills.

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Positive Descriptions of Student Behavior: Advice for Teachers (Grades K-12)

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An extensive list of verbs and phrases that will help you to prepare positive, descriptive statements about a student's behavior. New teachers will find this resource particularly valuable when they're writing their first report cards and progress reports.

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Summer offers so many opportunities to get outside, play and explore! Summer-themed sensory bins for occupational therapists (OTs) are the perfect way to practice fine motor skills, promote calm and foster creative play. When possible, you can easily set them up outside or bring some of the summer spirit into your classroom or occupational therapy setting.

Sensory Bins remain a favorite activity for OTs, and others in therapy jobs. Even if you're already using them to inspire progress with those you work with, here are some new ideas to change things up a bit and bring some seasonal fun to your sessions!

Ocean Sensory Table

A welcome departure from simple sand, this OT sensory bin uses a stand-up water table instead of the usual bin or container. Here's what you'll need:

Plastic water table

Water or blue water beads

Shells

Pebbles

Small figures like animals, divers, fish and treasures

Vehicles like boats and cars

Sand (optional)

Use the natural separations of the water table to designate areas for the ocean, jetty, and beach. Have your students count shells, make up a diving for treasure story, or pretend to go fishing. There's plenty to do and talk about.

Shaving Cream Car Wash

For most kids, washing the car is more fun than chore because it's a chance to play with suds and get a little wet! Here's a way to recreate the experience on a smaller scale. If you can, devote two bins to this activity along with:

Water

Shaving cream

Small toy cars

Sponges or toothbrushes to scrub (optional)

Fill one bin with water and the other with shaving cream. Provide a bunch of small toy cars, trucks and even boats that can be "soaped" up with the shaving cream and then washed in the water. Kids will naturally work on fine motor skills if you provide sponges or toothbrushes to grip and scrub with. And for those children who are more sensitive to different textures, the foam is a nice introduction to something new.

Picnic Play

Nothing says, "summer's here!" like a picnic-complete with ants to join the party! Create your own Picnic Play OT sensory bin using any combination of these items:

Large bin or container

Colorful plastic plates bowls and cups

Small drink pitcher

Picnic napkins

Green and yellow colored rice

Small magnifying glasses

Salad tongs

Plastic ants

Picnic letters and food pictures

Fake food condiment bottles, small plastic utensils etc.

Put yellow rice into the "lemonade pitcher" and then serve in cups. Have children arrange dishes and napkins for picnic guests and dish out some of the printable foods. If you do decide to use the printable letters and food, laminating them will make them more durable. If you're doing this in a classroom setting, have kids invite friends to share to make it more social.

Creepy Crawly Bugs with Dyed Pasta

Explore the world of creepy crawlers without having to handle real bugs! This eye-popping Insect OT Sensory Bin delivers a truly unique (and fun) experience for students working on fine motor skills in occupational therapy. Here's what you'll need:

Cooked spaghetti

Green food dye

Bin or container

Small plastic insects (TOOBS Mini Figures are great!)

Magnifying glasses

Fine motor tools (scoops, tweezers, spoons, etc)

You'll need to prep ahead for this one, but it's worth it. Cook spaghetti until it's soft enough to eat. Drain and rinse with cool water. Add the green food dye and stir until pasta is fully coated. Then place it in a spot where it can dry out for about 10 to 15 minutes. This time allotment will help ensure the dye does not transfer to little hands, but different brands may vary a bit on time. Once finished, pour the pasta into a bin along with the bugs. Add the tools and have at it. Encourage kids to feel the squishy, stringy spaghetti, count legs, inspect the details of the insects, name the bugs and much more! There's so much to see, feel and talk about here.

Garden Sensory Bin

Kids will love planting and showing off their own little flower gardens. This OT sensory bin looks beautiful and provides some fun "work" for little hands. Here's what you'll need:

Soil

Flowers and plants (artificial or cut)

Rocks

Shovels

Pots

Plastic bin

Beads (optional)

Encourage children to scoop and poke holes into the dirt to plant their flowers and plants. You can even add beads and pretend they're seeds. Working with shovels and scoops makes for great fine motor and hand/eye coordination practice. Don't forget to talk about the colors and names of what you're planting. And if you use real flowers, it's also a great opportunity to discuss different smells, as well.

Cloud Dough Sand Castles

Also known as moon sand, Cloud Dough is surprisingly easy to make and fun for children. Here's what you'll need to make the dough and assemble this OT sensory bin:

8 cups of flour

1 cup of cooking or baby oil

Small cups for scooping and molding (measuring cups and spoons work well)

Sticks/Flags/toothpicks or other decorations

Animals/people figures, toy trucks (optional)

Large bin or container

To make the dough, simply add the oil to the flour and mix until it's soft and moldable. Then create a sensory that offers up plenty of inspiration for great open ended play. Squish the sand between fingers. Mold some sand castles. Mark them with little flags or create your own with toothpicks and tissue paper. Make a beach scene with some small figures or designate a work site with small trucks. You can easily let the interest of the children you work with guide this activity!

Do you have a favorite seasonal sensory bin you use in your occupational therapy job? Tell us what has worked for you and the children you serve by commenting below. If you can, share a picture, too! And let us know if you try one of our sensory bins!
Get apps and activities delivered to your inbox monthly: txsource.com/newsletter Looking for a therapy job? Check out our current openings: https://jobs.txsource.com

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Summer offers so many opportunities to get outside, play and explore! Summer-themed sensory bins for occupational therapists (OTs) are the perfect way to practice fine motor skills, promote calm and foster creative play. When possible, you can easily set them up outside or bring some of the summer spirit into your classroom or occupational therapy setting.

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I love it when we can find a super cheap and efficient way to meet the needs of our students. For students with ADHD we often recommend tools such as sissel seats, therapy balls and fidgets for use in the classroom to allow students to move and, hopefully, maintain attention to ... [Read more...]

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Special Needs Archives - Make Take & Teach

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I love it when we can find a super cheap and efficient way to meet the needs of our students. For students with ADHD we often recommend tools such as sissel seats, therapy balls and fidgets for use in the classroom to allow students to move and, hopefully, maintain attention to ...

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TodayinOT.com | Occupational Therapy CE, Jobs, News, and Resources

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TodayinOT.com - The leading source of occupational therapy continuing education courses (with free CE), OT and OTA jobs, and the latest Occupational Therapy news.

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Viewing this page on your device?
Please adjust your settings to enable images!
I use small photos to illustrate the information and activities that I share, and you will have a much better experience on this website if you can view the images.

Scissor cutting should play a big part in preschool and kindergarten activities, because learning how to use scissors correctly can also help with developing pencil control skills.

Cutting with scissors is considered to be a pre-writing skill.

Use the quick links below to jump to answers to your questions on this page.

How Does It Help?

Have a look at this pic of a mature pencil grip and you can see how these tripod fingers (thumb, index and middle fingers) are working well together to control the pencil.

Cutting with a proper scissor grasp, will give these fingers lots of practice in working together, and will strengthen your child's hand muscles.

This will help to improve fine motor skills and to develop the correct pencil grasp and pencil control for good handwriting.

Correct Scissor Grasp

This is the ideal scissor grasp: the thumb through one hole and the middle finger through the other hole, and the index finger resting on the outside of the scissors.

If the child's fingers are very small and/or if the finger hole is large, it is acceptable to put the index and middle fingers through the same hole.

Holding the scissors in this way enables the tripod fingers to work together well. You can help your child keep the ring and little fingers tucked away by putting a little piece of paper under them.

Left-handed Kids

Left-handed children should always cut with their left hand, using left-handed scissors.
This is important as it helps them to make their dominant hand strong and specialized. A left handed child who cuts with the right hand is missing out on strengthening and refining the hand muscles needed for good pencil control.

Left handed scissors are vital to enabling them to cut successfully.

So-called "ambidextrous scissors" are a marketing ploy - it is not the comfort of the handles that makes a difference, it is the way the blades are fixed.

Look at the picture above: the scissors on the left are for lefties, and you can see how the blades are attached differently from those on the right-handed scissors. This enables the child to see the line effectively when cutting out.

When a left-handed child cuts with right-handed scissors in the left hand, the child usually ends up holding the paper or the scissors awkwardly in order to cut on the line, and this may result in untidy cutting.

If you are trying to get to grips with helping your left handed child, then visit this site designed especially to help left-handers (opens in a new window).

Or check out the range of scissors that also come in left handed versions, from PFOT.

Learning Scissor Cutting

"Cutting out" involves two completely separate skills:

1. learning the grasp-release motion of using scissors

2. learning how to cut out on a line

It is best to teach these two skills separately, and help your child to get the hang of opening and closing scissors before attempting any "proper" cutting out.

Head over to my detailed page to teach your child how to use scissors. Lots of photos and tips abound!

Scissor Activities And Resources

Free Cutting Activities and Download

Head over to my Cutting Activities page to get some free scissor cutting ideas and a free cutting template download!

Comprehensive Scissor Skills E-Book

All my scissor skills information and tips in an easily accessible e-book download!

Comes with a Fun Cutting Template containing cutting activities not found on my site!

Scissor Cutting Printable Resources

These awesome cutting printables will give your child lots of opportunity to master scissor cutting while creating lovely end-products!

Scissors and Scissor Aids

PFOT stock a range of self opening, adapted and other special scissors that are designed to help kids who struggle with scissor cutting. Check out their resources here!

This is an affiliate link and I receive a small commission if you purchase a product through my link. However, you are under no obligation to purchase anything!

Related Pages On My Site

Tripod Fingers: find some ideas to help isolate and work the tripod fingers (and why it is important).

Hand Strengthening: if your child tires easily while cutting with scissors, try these other hand strengthening exercises.

Thank you for visiting my site!

Was this page helpful?

Please like my page and let your friends know!

Didn't find what you were looking for? Then do a search on my site!

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Viewing this page on your device? Please adjust your settings to enable images! I use small photos to illustrate the information and activities that I share, and you will have a much better experience on this website if you can view the images.

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Task analysis was something that was taught to us over and over again in grad school. It's simply breaking down larger tasks into smaller pieces to make them teachable and achievable. This sounds like what all teachers do every day, but it generally refers to more specific tasks like how to use a microwave or how to brush your teeth. (During the summer of '08 when I regrettably took 3 grad classes, all 3 classes made us do the same activity- compose a task analysis on teeth brushing. i believe one class came up with 21 steps)

In a lot of ways it's something you'd use working with students with intellectual and developmental disabilities, but it comes in handy with students with autism since they tend to be very literal- it reminds me to teach each step and make no assumptions. And, with kindergartners you never know when you're going to break down the most basic tasks.

The other day splatypus and I were tag-teaming it with one of our little friends. (I LOVE co-teaching because it means one teacher can work with a student for awhile and just when the teacher thinks she's reached the end of her patience and she is about to run out the door and never return to teaching she can look at the co-teacher and say, " your turn" and the other teacher can magically swoop in, full of energy and not yet grinding her teeth. This saves a lot in dental bills and advil, and rescues our students from our frustrated outbursts of "how many times do I have to tell you?" My partner-in-crime and I have this down to a science. All it takes is making eye contact across the room and we know when to switch.)

Back to our little friend who was having trouble using scissors. It's very possible she never saw a pair of scissors before she walked into the classroom in the beginning of August. So, we were taking turns slowly showing her how to hold the scissors and cut. A lot of times children just learn from watching others use scissors and copying what they see, and occasionally children may need to have certain steps demonstrated or corrected. This little friend required a bit more.
Take a moment and try to list each step you'd need to include when teaching someone to use scissors.....

I have-

-Pick up the scissors
-Turn them so the blade points away from you and the handles are straight up and down with the larger of the two holes at the top
-Put your thumb in the hole on the top
-Put your fingers (at this point I didn't really care which fingers) into the hole on the bottom
-Stretch your fingers away from your thumb to "open" the scissors
-Pick up the piece of paper you want to cut with your other hand
-Put that piece of paper between the blades of the scissors
-Bring your fingers and thumb together to "close" the scissors
-Repeat the opening and closing of the scissors while moving the scissors slowly away from you, a little further on the paper each time
-Stop and check- is it cutting the paper? If not, check if you are holding the scissors up and down and if you are remembering to open and close the scissors each time
-When you have finished cutting the paper STOP opening and closing the scissors
-Put the scissors on the table
-Take your fingers out of the holes

Give you a headache?

Now, try to do all that in Spanish.

Now, try to do all that in Spanish with other kindergartners arguing over the correct pronunciation of abrir and cerrar so you have to stop and explain to them that people from El Salvador and people from Bolivia may say their words a little bit differently, but it's all still Spanish.

It was at that moment that I sat back and thought, wow, splatypus and I, and all teachers really, are just amazing. The things we can do- all at one time, with no planning, in different languages. We rock.

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Task analysis was something that was taught to us over and over again in grad school. It's simply breaking down larger tasks into smaller pieces to make them teachable and achievable. This sounds like what all teachers do every day, but it generally refers to more specific tasks like how to use a microwave or how to brush your teeth.

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Make a cake out of play dough and let the child place birthday candles in it. With one hand have them pick up the candle and turn it over in the same hand and put the wick end into back into the play dough.

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How do I know if my child has impaired executive functioning?

Difficulties with executive functioning can negatively influence all areas of life including academic performance, social skills, and/or home life. Typically an individual with executive dysfunction presents with a discrepancy between their cognitive aptitude and their academic performance. This is frustrating for teachers, parents, but most importantly for the individual. As it relates to social engagements these individuals sometimes do not demonstrate appropriate self-awareness and therefore may not realize that their behaviors are negatively impacting those around them.

Executive functioning can be observed in the tasks your child completes throughout the day. For example: Does your child have a set plan for a morning routine, or is it chaos on a daily basis? Is her room organized, so that anyone walking in knows where items should be? What about her backpack or locker? Does he forget to turn in homework assignments that he has completed? Does the child forget to write down daily assignments or forget to bring home necessary materials? Does the child struggle planning activities with friends?

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Executive Functioning - North Shore Pediatric Therapy

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How do I know if my child has impaired executive functioning? Difficulties with executive functioning can negatively influence all areas of life including academic performance, social skills, and/or home life. Typically an individual with executive dysfunction presents with a discrepancy between their cognitive aptitude and their academic performance.

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Scoring Schedule

Exam scores are scheduled to be released on the dates indicated on the calendar. Score release dates are subject to change without notice. NBCOT aims to make exam results available on the scheduled score release date; however, there may be unforeseen circumstances when this is not possible. In these circumstances, scores are posted as soon as possible.
If you want your results on a specific scoring date, you MUST take the exam a minimum of three days prior to the desired score release date.
Download a 12-month scoring calendar

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NBCOT - National Board for Certification in Occupational Therapy

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Exam scores are scheduled to be released on the dates indicated on the calendar. Score release dates are subject to change without notice. NBCOT aims to make exam results available on the scheduled score release date; however, there may be unforeseen circumstances when this is not possible.

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What is DCD?

Developmental Coordination Disorder (DCD) is a motor skills disorder that affects five to six percent of all school-aged children. The ratio of boys to girls varies from 2:1 to 5:1, depending on the group studied. DCD occurs when a delay in the development of motor skills, or difficulty coordinating movements, results in a child being unable to perform common, everyday tasks. By definition, children with DCD do not have an identifiable medical or neurological condition that explains their coordination problems.

5-6

%

of school-aged children are affected by Developmental Coordination Disorder (DCD).

Frequently described as "clumsy" or "awkward" by their parents and teachers, children with DCD have difficulty mastering simple motor activities, such as tying shoes or going down stairs, and are unable to perform age-appropriate academic and self-care tasks. Some children may experience difficulties in a variety of areas while others may have problems only with specific activities. For a list of some of the more common characteristics that may be observed in a child with DCD, click here. Children with DCD usually have normal or above average intellectual abilities. However, their motor coordination difficulties may impact their academic progress, social integration and emotional development.

DCD is commonly associated with other developmental conditions, including attention deficit/hyperactivity disorder (ADHD), learning disabilities (LD), speech-language delays and emotional and behavioural problems. For more information on related developmental disorders and their co-occurrence with DCD, click here.

Do children with DCD "outgrow" their motor difficulties?

While it was once thought that children with DCD would simply outgrow their motor difficulties, research tells us that DCD persists throughout adolescence into adulthood. Children with DCD can and do learn to perform certain motor tasks well, however, they have difficulty when faced with new, age-appropriate ones and are at risk for secondary difficulties that result from their motor challenges. Although there is currently no cure for DCD, early intervention and treatment may help to reduce the emotional, physical and social consequences that are often associated with this disorder.

Diagnostic Criteria
The following criteria are necessary for a diagnosis of DCD to be given:
A) Learning and execution of coordinated motor skills is below expected level for age, given opportunity for skill learning.

B) Motor skill difficulties significantly interfere with activities of daily living and impact academic/school productivity, prevocational and vocational activities, leisure and play.

C) Onset is in the early developmental period.

D) Motor skill difficulties are not better explained by intellectual delay, visual impairment or other neurological conditions that affect movement.
Note: Motor milestones are often not delayed; the delay is usually in the acquisition of motor skills. Criterion D require the involvement of a medical practitioner to rule out other explanations for the clumsiness.* In the province of Ontario, only a medical doctor or a psychologist is permitted to diagnose DCD. Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Since the first description of a syndrome of clumsiness as a developmental disorder in the 1930s, and refinement of the term to "clumsy child syndrome" in 1975, children with motor coordination problems have been given a variety of labels over the past few decades including, but not limited to: developmental dyspraxia, minimal brain dysfunction, perceptuo-motor dysfunction, physically awkward, and specific developmental disorder of motor function.

With health professionals increasingly sharing research evidence across countries and disciplines, this wide variation in terminology led to considerable confusion. Without a consistent label for the disorder, it became difficult to obtain prevalence estimates and to establish diagnostic criteria. As a result, the disorder did not gain legitimacy as a health problem until 1994, when an international panel of experts was convened at a consensus meeting held in London, Ontario. At that meeting, a decision was made to recognize "clumsy" children as having Developmental Coordination Disorder (DCD). DCD is the term that was introduced in the Diagnostic and Statistical Manual in 1989 and that has been retained in more recent editions of the manual.

In the time since that landmark consensus statement in 1994, research into the disorder has grown considerably with a need to re-visit the concepts as outlined in the 1994 consensus. In 2006, The Leeds Consensus Statement was developed as part of the Economic and Social Research Council Seminar Series in Leeds, United Kingdom. International DCD researchers and clinicians representing multiple disciplines met to re-examine and develop consensus on topic areas such as DCD core concepts, diagnostic criteria, assessment, co-occurring disorders and management. This consensus document highlights the retention of the term DCD, recognition of the disorder as distinct and unique, and outlines recommendations for the application of diagnostic criteria. Guidelines for assessment are provided along with general intervention principles.

At the ninth Developmental Coordination Disorder (DCD) International Conference held in Switzerland in June 2011, new guidelines for the assessment and diagnosis of DCD were announced. These guidelines resulted from the work of an international group of researchers and clinicians. They have been accepted in a number of European countries and are now posted on the European Academy of Childhood Disability (EACD) website, and in Developmental Medicine & Child Neurology ( click for abstract). Guidelines for the United Kingdom are currently under development.

For more information:

Polatajko, H. J., Fox, M., & Missiuna, C. (1995). An international consensus on children with developmental coordination disorder. Canadian Journal of Occupational Therapy, 62, 3-6.

Sugden, D. A., Chambers, M., & Utley, A. (2006). Leeds Consensus Statement 2006.

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DCD is a condition that impacts motor skill development. Children with DCD have difficulty learning and doing everyday tasks like writing or riding a bike.

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As the leading advocate for occupational therapy, we welcome OTs and OTAs to join our community to advance your professional journey and find your inspiration.

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Working in the schools for many years, I see that teachers have less and less time to work one-on-one with a child that has fine motor difficulties. I therefore try to provide teachers with tools that they can easily incorporate into their classroom stations so that children are working on fine motor skills any chance they get. These simple changes are a wonderful pro-active way to make your stations go from great to AWESOME!

Advice from an OT:

The resistance from the clothespins strengthens pincer grasp. Just make sure that children are using a squeezing the pins with their thumb and index finger (they can also add middle finger if the strength is not there) all other fingers must be tucked in the palm of the hand.

Ex: Pick up pompoms to count or sort, write upper case letters on clothespins and have children match them to a card with its lowercase match.

2. Add Adaptive chopsticks or tweezers:

The important thing is the placement of the fingers on these tools. We are looking to mimic a pencil grasp. Make sure that children use their thumb and index finger only. All other fingers are tucked inside the palm of the hand. The webspace (space between the thumb and index finger is open and forms an O, not flat. Use for all stations that require picking up items.

The resistance of the dough helps strengthen little fingers. There are so many ways to use dough. Ex: hide items in the dough and have children dig with little fingers, make little balls using the thumb, index and middle finger only to make little balls (these can be used to count), roll the dough to create letters and numbers, use dough to teach cutting, make stamps and imprints.

Use neat pincer grasp (i.e. thumb and index finger only, all other fingers tucked in the palm of the hand) to pick up tiny items like beads, beans, cheerios and mini shaped erasers (my favorite).

An important skill to improve dexterity involves Nesting and retrieving small items. Nesting: Use the thumb and index finger to pick up coins and hold them in the palm of the same hand. Retrieving: hold coins in the palm of the hand and "wiggle" fingers to retrieve one coin at a time from the palm of the hand to the tip of the thumb and index finger. Use coins count, sort or stack.

Place worksheets on a cork board and use pushpins. Children use a neat pincer grasp to hold the pin. I like using the extra-large push pins for little kids but you can use a variety of sizes. Ex: Draw a shape on construction paper, have kids push on the outline of the shape to "cut" out the figure, kids make letters using several pushpins, use for counting, use to poke the answer from worksheets.

7. Use rice or bean bins:

An important skill to develop is tactile discrimination. This means that children use their fingers only to feel for items without visually monitoring what their fingers are doing. (This is useful when fastening buttons on oneself. We are more efficient closing buttons without visually monitoring our fingers). Hide items in bean bins for sorting, counting, categorizing, alphabet games like hiding all sorts of small figurines and asking children to find the ones that begin with the letter A only.

Peeling stickers is a great way to use little fingers and improve pincer grasp. Use stickers with numbers, letters, colors, categories etc...

One of the best tools to use to strengthen the wrist and position fingers correctly in preparation for handwriting. Put all worksheets on easels.

10. Use containers with fasteners, twist tops and lids:

Place items such as cards, blocks etc.. in Ziploc bags or pencil cases that have zippers, buttons or snaps. It strengthens fingers to open and close them to retrieve items from inside them.

When picking manipulatives for counting or letters etc... try to pick some that that have resistance such as lego, links etc... (instead of blocks). Learning Resources has some great options.

12. Use grippers, fat and short writing tools:

When picking tools for writing, choose short and fat markers/crayons. You can also attach grippers to all pencils.

When children are using iPads, use a stylus with a gripper on it to mimic pencil grasp. Children are very motivated to use iPads and therefore using a stylus (with a gripper) gives them the chance to practice proper pencil grasp which they can then carry over during handwriting.

Dry erase boards and markers are great for teaching skills. I find that children are so excited to use these tools, more fun and appealing than a pencil and paper. When teaching something new, consider using easels!

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14 Most Effective Tools to Add to Classroom Stations

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Working in the schools for many years, I see that teachers have less and less time to work one-on-one with a child that has fine motor difficulties. I therefore try to provide teachers with tools that they can easily incorporate into their classroom stations so that children are working on fine motor skills any chance they get.