by Carmen Willings teachingvisuallyimpaired.com Updated October 20, 2024
Vests and lap mats are great tools for promoting interaction and exploration, especially for non-mobile students or those without a wheelchair tray. By using vests and lap mats with thoughtfully chosen materials and objects, you create a dynamic, interactive environment where students can explore at their own pace, promoting sensory engagement and learning in a safe and accessible way.
Material Design
Velcro: Using Velcro ensures that objects can be easily attached and detached, allowing students to engage with various textures and objects independently.
Perimeter Marking: Adding black, red, or yellow tape around the edges of the vest or lap mat provides high-contrast visual cues for students with low vision, helping them identify the boundaries of the space they are exploring.
Interactive Attachments
Zip Ties & Elastic Cord: The zip ties and elastic cords allow for a variety of objects to be attached to the mat or vest, keeping them within the student’s reach. The tubing provides tactile feedback, encouraging students to trace and follow the cord to the attached object.
Objects for Exploration: Attach sensory-rich items such as textured fabrics, small musical instruments, or tactile shapes to stimulate exploration. Be mindful of the objects’ size and safety, ensuring they are appropriate for the student’s developmental level.
Promoting Engagement
For students who don’t naturally reach out or explore, these vests and mats can encourage movement and interaction. The objects being tethered ensure they won’t be easily lost, and students can begin to associate reaching with receiving feedback from the environment.
Customizing for Individual Needs
Choose objects that match each student’s sensory preferences or goals (e.g., soft, rough, smooth, or auditory). This can help maintain engagement and promote sensory processing.
For students working on specific IEP goals such as fine motor skills, you can attach objects that encourage grasping or pulling.