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Grasp

Palmar

  • squeezing toys
  • squeezing playdough/clay
  • taking objects out of containers
  • drawing
  • picking up jacks
  • sanding
  • using a cookie cutter
  • using a hole puncher
  • putting pop beads together

With thumb and fingers

  • stringing beads
  • holding paper for cutting
  • using crayons/pencil/paintbrush
  • using glue sticks for art projects
  • pinching playdough/clay
  • using pegboards
  • building towers with blocks
  • picking up jacks
  • painting with paintbrush
  • turning pages of a book
  • picking up small beads/objects with tweezers (may be too visual)
  • paper weaving
  • putting shapes into a shape sorter
  • sorting paper clips, red hots, goldfish crackers
  • buttoning, zipping and snapping - on own body

Pincer

  • popping bubble wrap
  • picking up small objects
  • tying bows
  • using pushpins
  • sewing cards
  • stringing beads
  • putting pegs in pegboards
  • using geoboards
  • putting clothespins on edges of cans or jars
  • using an eyedropper
  • turning knobs on a wind-up toy
  • putting coins through a small slot

Release

  • giving an object on request
  • stacking activities - cans, blocks, nesting cups
  • sorting activities
  • placing objects in containers
  • the release that is necessary to complete the activities in the "grasp" section

Rotary Motion

(takes place from wrist with stable arm)

  • assembling nuts and bolts
  • using twist ties
  • turning volume knobs on radio & TV
  • manipulating lids on and off of jars/tubes
  • mixing food in bowl
  • turning knobs on water fountains or sinks
  • using wind-up toys, busy boxes, music boxes
  • turning doorknobs
  • scooping sand, gravel, dried beans
  • finger painting
  • finding objects hidden in sand, dried beans
  • unwrapping individually wrapped candy
  • pouring from one container to another

Finger Isolation

  • making fingerprints in playdough/clay
  • pushing buttons on tape recorder
  • pushing buttons on blender and other appliances
  • playing musical instruments
  • turn dial on toy phone
  • pushing push-pins into cork
  • tracing around stencils with fingertip

Bilateral Hand Use

(almost all of these activities involve stabilizing with one hand and manipulating with the other hand, which is hard for VI kids)

  • stringing beads
  • pulling tape off roll
  • tearing paper
  • twisting lids on and off
  • cutting paper
  • using a hole puncher
  • sanding
  • using a ruler to make lines
  • holding container with one hand/placing object in with other
  • stabilizing toy with one hand/using other to play with toy
  • pushing together and pulling apart pop-beads
  • finger painting
  • rolling "snakes" and "balls" with playdough/clay
  • attaching paper clips to paper
  • tracing around an object/stencil
  • holding paper with one hand and stapling with other
  • stabilizing bowl while stirring

Hand And Finger Strength

  • crumpling paper
  • placing clothespins on edges of cans or jars
  • stretching rubber bands
  • manipulating playdough
  • squeezing glue bottles
  • using stapler held in hand
  • using stapler by pushing
  • using rolling pin
  • using a hole puncher
  • hammering
  • pushing together and pulling apart pop-beads
  • pushing together and pulling apart bristle blocks
  • squeezing nerf balls
  • sponge painting

Proper Finger Position

  • each finger has a "job" - lead finger, detective fingers
  • curve fingers over the edge of pencil or ruler

Light Touch

  • work on whole body relaxation - if your body is tense, your fingers will be unable to touch lightly
  • place checkers inside the squares of braille graph paper and have the student move his fingers across them so lightly that he does not move them outside the squares
  • place cotton balls beneath the childs fingers and have him move them across the page
  • learn to "tickle" the dots

Tracking

  • tracking across lines of yarn, popsicle sticks, etc.
  • tracking across pipe cleaners/straws glued to paper
  • Mangold Developmental Program of Tactile Perception and Braille Letter Recognition (first eight lessons)
    • tracking from left to right across like symbols which follow closely without a space
    • tracking from left to right across unlike symbols which follow closely without a space
    • tracking from left to right across like symbols which have one or two spaces between them
    • tracking from left to right across unlike symbols which have one or two spaces between them
    • tracking from top to bottom over like symbols with follow closely without a space
    • tracking from top to bottom over unlike symbols which follow closely without a space
    • tracking from top to bottom over like symbols which have one blank space between them
    • tracking from top to bottom over unlike symbols which have one blank space between them

This document is a Resource for the Expanded Core Curriculum. Please visit the RECC.