Inclusive arts and crafts equipment Inclusive arts and crafts equipment may support students who have physical disabilities or additional learning needs to participate and succeed in art activities and subjects. For example: modified equipment such as paint brushes, textas and pencils may have an increased diameter, variable textures and/or modified pincer support in order to suit a student’s specific needs and support them to engage with writing and drawing activities tabletop easels may support students to work at an angle suited to their individual needs. inclusive arts and crafts equipment is intended to be used by an individual student, it is recommended that you consult with a suitably qualified professional to determine the types of equipment that will most appropriately and effectively meet that student’s needs. Anticipated student outcomes: Increased opportunities to access and participate in art activities Increased independence and engagement in art activities. Spring-loaded scissors Easy-grip scissors Tabletop easels Pencil grips Modified textas/pencils Easy-grip paintbrushes Electric pencil sharpeners Inclusive recreation equipment and resources Inclusive recreation equipment and resources may support students to participate in a broad range of social and/or recreational activities, and create opportunities for students to interact with their peers and learn social skills in an informal setting. For example: dice alternatives may support students to participate in board games modified gaming equipment may support older students to engage in a broader range of digital technologies and games. Please note that inclusive playground equipment is limited to loose, non-fixed equipment that can be used in playgrounds. Schools can apply for fixed playground equipment through the Dice alternatives e.g. ‘spinners’ Inclusive playground equipment Modified gaming equipment e.g. modified game controllers
beneficial for students who have physical challenges associated with hand-eye coordination, fine motor skills, muscle strength or postural support. Where mouse/keyboard alternatives are intended to meet the needs of an individual student, it is recommended that they are prescribed, installed and customised to students’ individual needs by suitably qualified professionals. Anticipated student outcomes: Increased access to curriculum content and computer-based tasks Increased independence and engagement in computer-based tasks. emulating software Trackballs Joysticks Mouse/keyboard training software Mouse/keyboard training software supports students to improve their proficiency in using standard computer hardware, and may support students who have difficulty using standard computer hardware to access a broader range of computer programs and software and more successfully engage with computer-based activities and tasks. Anticipated student outcomes: Increased access to curriculum content and tasks Increased independence and engagement in computer-based tasks. Typing software training games Ability switches and toys Ability switches and switch-adapted toys support students who have physical disabilities to control electronic toys devices using any part of their body that can be moved voluntarily. For example, an ability switch may enable a student to: turn pages on an e-reader use communication devices Ability switches software and games Switch-adapted vehicles e.g. vehicles, soft toys
Increased independence and engagement in classroom activities Increased opportunities for effective communication between students, teachers and other school staff. CATEGORY DESCRPITION EXAMPLE Personal organisation tools Personal organisation tools may support students to develop their organisational skills, and may be particularly beneficial for students who have executive function challenges, for example by providing visual schedules, cues and reminders. Anticipated student outcomes: Increased independence in organising and completing school work. Graphic organisers Task sequencing devices/software Cueing devices/software Visual timers e.g. sand timers Timer software Scheduling software/apps CATEGORY DESCRIPTION EXAMPLE ITEMS Sensory equipment and resources Sensory equipment and resources may support students’ sensory processing needs, and may provide particular benefits for students who have a diagnosis of Sensory Processing Disorder. Other students may have sensory needs relating to their engagement in learning. When used appropriately and in Noise-cancelling headphones Sensory cushions Seat wedges