Dressing for Success

Art Beyond Sight
INDEPENDENT LIVING AND SOCIAL SKILLS THROUGH THE ARTS
A MODEL PROJECT

 Activity Plan

DRESSING FOR SUCCESS
2006-07
Activity Plan 4

Buttoning

Photo of student buttoningExpanded core curriculum goals:
-orientation and mobility
-independent living skills
-use of assistive technology
-visual efficiency skills
NYS learning standard/shealth, physical education, and family and consumer sciences standard 1:   personal health and fitness
 
Duration:         45 min

Materials:  samples of different sizes and types of buttons (shirt, pajamas, jeans, skirts); boom box. Adaptive accessories for manipulating buttons for visually impaired. Specific language for orientation, etc. Tactile cue for orientation, varied sizes, hole size and placement, specific language for orientation, etc.

Objectives and outcomes (include the broad range of needs and skill levels expected in classroom):  children will demonstrate an improved ability and the concurrent confidence to use a variety of buttons in their dress and daily routines (i.e., shirts, pajamas, jeans, skirts).

Procedure (detailed, step-by-step with approximate time required for each step):
Using cooperative learning and active involvement strategies introduction: why are buttons useful?  Where are they found at home, school, environments, in clothing? (10 min)
Pass around and explore examples of different applications of buttons. (10 min)
Determine appropriate adaptive needs for each child’s visual ability.
Play song lyric as an enjoyable mneumonic aid to learning the sequencing and required skills and concepts of using buttons: (5 min)

Listen
LISTEN

BUTTONING
© Brian Muni and Art Beyond Sight

Button up when wearing a shirt
Closing your jeans or fastening a skirt
One hand takes the button
While the other feels for the hole
Fit it in, push it through ‘til it’s closed!

So easy when you know how
When you know how
Though you may not know now
It’s so easy when you know how.

Discuss lyric and concepts of “pinch,” “feel,” “fit.” (10 min)
Use of tactile (hand-over-hand) and verbal cuing to demonstrate skill. (10-15 min)

Assessment: is child able to complete task independently?  Does he/she generalize skill for function, for cooperative social interaction?

Follow-up lessonsnapping

 

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