Interactive Object Boards

by Carmen Willings
teachingvisuallyimpaired.com
Updated October 20, 2024
Interactive object boards provide students with multiple disabilities a valuable opportunity to develop fine motor skills, tactile exploration, and concept-building, especially when positioned on a wheelchair or stander tray. By customizing interactive object boards to meet the sensory preferences and developmental goals of each student, you can provide meaningful opportunities for exploration, skill development, and concept-building.

Design and Setup

  • Pegboard or Similar Board: Use a pegboard or a similar sturdy board that can easily attach to a tray or tabletop. This provides a stable base for securing a variety of interactive objects.
  • Adjustable Positioning: Place the board closer to the student if they haven’t learned to reach, and gradually position it further away as they develop the ability to extend their reach. This allows for gradual progress in reaching and motor control.
  • Wheelchair or Stander Attachment: Secure the board to the tray of a wheelchair or stander to ensure the student can interact with it in these positions, promoting consistent opportunities for exploration throughout their day.

Selecting Materials

  • Choose a variety of objects based on the materials outlined in Active Learning Areas. Focus on objects that encourage grasping, manipulation, and releasing—for example, textured balls, small bells, or soft sponges.
  • Sensory Engagement: Include items that provide rich tactile feedback (soft, rough, bumpy, etc.), as well as auditory feedback (objects that make noise when manipulated). This helps create a stimulating sensory environment for the student.

Reducing Visual Clutter

  • If the student struggles with visual clutter, limit the number of objects attached to the board at one time. This can help the student focus on the task at hand without being overwhelmed by too many stimuli.
  • Use high-contrast materials (e.g., brightly colored objects) or items with distinct textures for students who may need additional visual or tactile cues to engage.

Encouraging Exploration

  • Encourage the student to reach out, grasp, manipulate, and release objects to promote motor skills and concept development. You can guide the student using hand-under-hand support, but allow them to explore at their own pace.
  • If the student prefers certain objects or textures, note these preferences and incorporate more materials with similar features in future activities to maintain engagement.

Thematic Units

  • Consider changing out materials on the board so the materials are related to the current unit. Varying items will expose the student to a range of materials that connect to current curriculum topics or themes. The tactile and sensory variety in these thematic boards helps build the student’s understanding of concepts related to the theme, such as shapes, textures, and functions of objects.