What’s in my Therapy Bag?


I’ve been a HUGE organization kick lately. Every month or so I need to clean out my therapy bag. Inevitably, I find things out of order, things I need to change up or replace, and things that are missing pieces , etc.

I once posted a pic of the crazy amount of stuff in my bag and everyone on Facebook went crazy commenting and asking questions. I figured, why not share this “clean out” phase with all of you?

occupational therapy, therapy supplies, pediatric therapy, school-based therapy, missjaimeot

I’m also a bit obsessed with Tiny Homes. So I love things that can be used multiple ways, are miniature, and don’t take up a lot of space.

I am in the process of moving, so I’ve also been a huge labeling kick. I am really trying to turn over a new leaf when it comes to putting things back where they belong. I don’t like to waste time in a therapy session looking through my bag for “that thing” I need (and can’t find!).

First things first, you’ve got to have a sturdy bag with a lot of compartments. I like to use a rolling backpack because:

  • It’s better for your body to pull instead of carry
  • It zippers closed so when I throw it in my trunk (which I always do) it won’t spill crayons and beads everywhere
  • I like the laptop compartment to hold my folders for each kid

One thing about the rolling backpack though, is that the fabric inside is made of a tough rayon-like material, so it’s hard to stick labels on. I’ve decided to relabel with my label maker and then cover them with packing tape. Hopefully, that will stay put. (I’m obsessed with packing tape)

My latest backpack has a bunch of compartments. This is how I organize them.

The Very Back

The “back” compartment is actually a zip-up spot where you can “hide” the straps of the backpack if you aren’t using them. I also use this spot to put my papers, dry erase board and cookie sheet (a traveling OT’s best friend).

See through packets- A Must Have!

I really like to have everything clear and see through so I can get what I need quickly, so I buy  clear zipper packets from the dollar store. I keep one in the very back section with construction paper and different kinds of writing paper. I also keep my laminated “Manipulation Dot Activity Sheets” in this spot because they are the perfect “starting” activity. I like to pull this out and keep my kiddo busy while I get out their folder and organize my materials for the session (perfect for the kid that keeps asking, “What are we doing today? What did you bring today!?”) I laminated the sheets, and they’re also perfect for keeping track of my kids’ fine motor practice.

Manipulation Dot Activity Packet

The Cookie Sheet

I use a cookie sheet 75% of the time when I work with students in their home. It’s the best dollar you’ll ever spend. It keeps messy therapy materials (like putty) in one spot and is simple to clean up glue, paint, or shaving cream. Kids LOVE tactile sensory activities like slime or shaving cream, but parents don’t want the mess. A cookie sheet is an easy fix. Just make sure that you can use the kitchen or bathroom sink to rinse it.

The cookie sheet also makes a quick magnetic surface- perfect for magnetic letters, tangrams, or puzzle pieces. Put it on the floor and have the child lay on their belly to encourage weight bearing into the upper extremities. Or, place it vertically against a wall to encourage mature grasping patterns and separation of the hand and fingers from the whole arm. I also put “chalkboard” paper on the back of mine so I could use it as a blackboard.

The Back Section of my Therapy Bag

This is the part where they think you’ll put your laptop.  It’s pretty skinny, but I fit my student’s folders in there.  I use colored folders so I can grab the one I need quickly and get right to work.

The Middle (Biggest) Section of my Therapy Bag

In this section, I put my toys, games, and “big stuff”. I like to change out these items to keep things fresh and exciting for the kids.

But, there are some things you are guaranteed to find in this section.

  1. Travel sized games: The smaller size helps me to fit more in my bag. Plus, the pieces are smaller, requiring little fingers to grasp more precisely. Win-Win. My favorite travel sized games are Connect Four, Rush Hour, Trouble, Guess Who, Perfection and Cards. For older kids, I like Battleship, Checkers, Shape by shape, and Tricky Fingers. (Heads up for my bargain hunters – 5 and Below often has imitations of these games for just 5 bucks!) You can read about the therapeutic benefits of Rush hour here.
  2. Fine Motor Toys That Require Two Hands: Many children have difficulty with fine motor skills and bilateral coordination, which is the ability to use two hands together. Toys that work on both of these things at once are a Must-Have. Some of my go-to picks are Legos, Stringing Toys, Lacing cards, Nuts and Bolts, Pop-beads, a pegboard and Bunchems
  3. Puzzles Many children struggle with spatial awareness to put puzzles together. Kids should start doing jigsaw puzzles (not inset) around the age of 4. I like the Dollar Store jigsaw puzzles with a back because the back has an outline of the shape, which is a visual cue for kids. If that outline isn’t enough, I also label each spot with a letter, shape or number, and then put a matching label on the correct piece. These puzzles also fit nicely in a zipper pocket folder (and you don’t lose the pieces).
  4. Some kind of game with letter pieces.  Such as Scrabble, Applets, Pears to Pairs, etc.  These tiny letter tiles are great for working on letter recognition, handwriting, or anything else!
  5. An ice cube tray.  Weird, I know.  But the ice cube tray is a favorite of mine. I like how it has tiny compartments for little fingers to “pinch” and put stuff in.  Use a grabber and manipulatives and the possibilities are endless – do patterns, roll dice and count to put that number in the next spot, etc.
  6. Gross Motor Supplies: Core Strength Exercise Cards, A handee band, a ball, and a beanbag. Thess are small but they are multipurpose- and can be used a ton of ways.

Front Section

My front section stays pretty consistent. This is where I keep my clear pencil cases, crayons, markers, fine motor/manipulative supplies, etc.

Pencil Case Pouches: Clear ones save time! Here’s what I have:

    • Markers, colored pencils, crayons: The smaller the better. I love Pip Squeaks from Crayola. Again, they take up less room and promote more mature grasping patterns.
    • Stickers: Big stickers, little stickers, big dot stickers, little dot stickers. Looseleaf reinforcers, too. Peeling stickers is an AWESOME fine motor and bilateral activity for kids. I like to use them as “spaces” in between words, “start spots” to show kids where to start letters, or “turn spots” when kids are trying to learn how to cut on corners. I like to use them to work on letter recognition with the Manipulation Activity Packet. And of course, they work great as rewards!
    • Playdoh and putty – Kids always love these things. I love to use it as a reward or an incentive for kids who are reluctant to begin therapy. They are also great for hand strength and sensory play. I like travel size putty because I don’t mind throwing one out if it gets boogies in it!
    • Travel size shaving cream –  A little goes a long way!
    • Manipulatives – Again, I like to keep these in little clear plastic containers so I can see what I’m grabbing.  In here you’ll find:

-magnetic bingo chips
-squeeze toys
-wind up toys
-Small pegs
-small stamps and stamp pads

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Side Pockets

My backpack has two side pockets- which I love. I found that I was kind of forgetting about them, so I made some labels and put things that I don’t need all the time.

Side pocket #1: A tiny box with office supplies. I got this at a conference once as a “gift”, but I recently saw them at Dollar Tree! I bought four. Now I have one in every single bag and in my car. It literally has every office supply you could need in a quick fix. Even a stapler.

A tiny measuring tape. This is more useful than you’d imagine!

  1. Keep track of things like how far a kid can jump, how big are the floor tiles (because then I can calculate how far they ran, etc), how far is this spot from the target on the wall, etc.
  2. Measure how big chairs, desks, and tables are. Teachers often ask me to look at the furniture in the room, and this way I can say- “it’s too big, you need a 12-inch chair”. Then, the teacher knows exactly what to ask the custodian for.

Side pocket #2: A multipurpose tool. This little guy has a hammer, knife, pliers, file, and screwdriver. I use the hammer in therapy sometimes (my kids love to bang golf tees into a pool noodle or pushpins into a corkboard), and the other things I often need in a pinch. The screwdriver is great for loosening tight scissors and the knife opens or cuts cardboard boxes.

Pencil grips – I’ve got to have these on me!

Shoelaces – in case we need to practice tying and my kids only have velcro.

And that’s it!  You can fit a ton of stuff if you organize it right- I also keep a trunk organizer in my car with extra toys so I can swap them out when I need to.


My backpack has a tiny pocket at the top of the front section – it’s meant for keys, I think.  (or money?).  Anyway, I keep small pencils in there, and two tiny playdoh containers that I use to keep sponges and chalk.

The Very Front

My backpack also has a mesh front section in the very front.  I used to keep my scissors there, but inevitably, they end up cutting the fabric.  So now I keep hand sanitizer and a roll of packing tape in the front.  I love packing tape because it’s so sticky and strong.  Most often I use it to tape things to the wall or a sliding glass door – to add a vertical surface to our therapy session  Worksheets, pegboards, and dry erase boards tape easily to the wall.  Working on a vertical surface is great for fine motor skills and for encouraging mature grasping skills.

What do you keep in your therapy bag?

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fine motor, child's grasp, grasping skills, pediatric OT middle school and handwriting, handwriting tricks,


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“Cookie Cutter Therapy”- Why it’s OK with me….

The other day I did an autumn arts and crafts project with all of the students on my caseload.

Every. Single. One.

Kindergartners as well as fourth graders.

Very often we hear about the problem of a “cookie cutter therapist”.

Meaning – a therapist that does one thing with every single student regardless of their goals or deficit areas.

A lot of people have a problem with this and so do I – sometimes.

I might sound like I’m contradicting myself because I said I’m OK with doing the same activity with every single student but here’s the thing:

One of an occupational therapist’s best and greatest qualities is creativity and flexibility. Teachers have this gift, too!

Every single child has different goals – so tweak that activity to work for them!

Change it Up!

Here are some ways to tweak this simple fall craft.

  • For really weak fine motor skills, take one piece of tissue paper in each hand. Hold the student’s hands up in the air like a “Y”. Crunch the tissues into little balls without using his other hand or his chin or even his belly to help with the crunching.
  • To work on mid crossing midline; place the paper to the other side of the student’s body.  Put the helping hand on vacation (meaning behind his back). His dominant hand has to crossover in order to glue on the leaves of the tree.
  • My student with weak grip strength had to use a clothespin to pick up each tissue ball and place it on the tree.
  • My student with really poor scissor skills had to cut the tissue before he crunched. He also cut a piece of green construction paper to make grass for the bottom of his picture.

So – if you were a random person standing at the door of my occupational therapy room, you’d see every student come out with a picture of a tree with different colored fall leaves on it.

It might look like I’m doing cookie cutter therapy but I’m not.

It’s ok to re-use an Idea

My point is – give yourself a break! It’s OK to do the same or similar activity with different students.

Just use your creative mind to tweak it to work for that student and the needs of that student.

For teachers, this may mean creating groups of students who will complete the task in a different way. For example, the red table will use clothespins to pick up the leaves and the blue table has to crunch with two hands in the air in the shape of a Y.

Once you give yourself permission to do one activity with all the kids; you’ll see how easy it is to change it up.

Need an AMAZING Activity to do with your kids this week?

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Toileting and Sensory Processing

Potty-training can be a challenge for parents, but it’s also an important part childhood development. The normal struggle can be even more difficult when there are sensory processing issues. Recognizing that they need to go, wearing big girl or big boy underwear, and being able to use different toilets can all be impacted by sensory processing.

Why does Sensory processing matter?

Toileting requires a significant amount of body awareness.  Children have to understand how their body is feeling, learn how to release their bowel and bladder muscles in order to go, and feel that they have “finished” and their bowel or bladder is now empty.  

Sensory processing is a natural part of the toileting process. 

A bathroom environment can be overstimulating to start with.   We receive sensory information from our eyes, ears, skin, muscles, and joints and our brain’s job is to organize the information, select the important parts, and disregard the rest. When a child’s sensory systems are functioning appropriately,  they are able to participate in activities of daily living such as potty-training.  However, if the sensory systems are not integrated properly, toileting can become problematic.  

Everything parents Need to know


what is Sensory Processing?

Sensory Processing refers to how the nervous system detects, regulates, interprets and responds to sensory information.  Sensory Processing is an important factor in considering a child’s attention, memory, behavior, and function (Ahn, Miller, Milberger, & McIntosh, 2004; Gardner &Johnson, 2013).   A child’s brain needs to be able to register sensory information from the environment and react appropriately to it.  If a child has difficulty regulating and processing sensory information, they may have Sensory Processing Disorder.

Sensory Processing Disorder is a neurological disorder in which the sensory information that a child perceives results in abnormal responses.   Children who have difficulty processing sensory information often have inconsistent responses because they have a hard time discriminating between which sensory information is important and which can be ignored.  

It is important to note that many children (and adults for that matter) have difficulty with processing certain types of sensory input.  Typical things such as disliking certain smells or textures, feeling seasick on rides, or preferring certain foods do not necessarily mean that a child has sensory processing disorder. They may simply still be learning to process certain sensory stimuli.

There are eight  sensory systems in our bodies:

  1. Tactile System (touch)
  2. Vestibular System (balance)
  3. Proprioceptive System (position in space)
  4. Olfactory System (smell)
  5. Visual System (sight)
  6. Auditory System (hearing)
  7. Gustatory System (taste)
  8. Interoceptive System (internal body awareness)

Interoception is our ability to sense what is going on inside our bodies internally.  It includes sensations such as thirst, hunger, fatigue, pain, breath, itchiness, nausea, temperature, etc.  It also includes our sense of if we have a full bladder or bowel, and if we have “released” it. (Garland, 2014).

An Explanation of the Sensory Systems related to Toileting

The proprioceptive, vestibular, and touch senses are primary influences on the integration of our senses.  The interoceptive sense also plays a crucial role in developing the foundational body awareness needed to function as a child.

When a child is unable to integrate and react to sensory information appropriately, the child will not interact with his environment in a functional manner.  He may have exaggerated responses to typical noises or sensations or withdraw from certain stimuli. The child cannot consistently process sensory information, so their responses will be inconsistent, too.

If the child has decreased body awareness, they may demonstrate an inefficient grading of force or movement.  For a boy, this may mean they have difficulty using the right amount of force when holding or aiming the penis.  This might result in a child pressing so hard that it’s difficult to pee,  holding too tightly, or having difficulty holding steady.

Our vestibular system helps us to maintain our balance. The fluid in our inner ear moves as our head moves, sending messages to our brain about where our body is in space (Abraham, 2002).   Some children with vestibular dysfunction present with “gravitational insecurity“, which makes them seek a secure position during activities. They may dislike swings, being picked up, or participating in activities in which they are not in control of their body in space.  These children might be fearful when attempting to sit on a “grown-up” toilet where their bottom is unsupported because they feel like they may fall.

Children with vestibular, tactile, and proprioception difficulties may have difficulty with eye-hand coordination and depth perception. It may be difficult for them to aim appropriately or estimate where to stand.

Many children with sensory processing difficulties have auditory sensitivities that interfere with toilet training.  Think of the loud echoes, flushing toilet, the hand dryers, etc.  Noises that are simply loud to an adult can be piercing to a child with auditory sensitivities.

Tactile sensitivities can interfere with toileting, too! Children may dislike the sensation of pooping, wiping, or even sitting on a hard seat.   If they are under-responsive to touch, they may not realize that they aren’t covering their hand properly with the toilet paper, they aren’t wiping well enough to clean themselves, or that they’ve soiled their clothing.

potty training, #functinalskillsforkids

Sensory Processing and Body Awareness needed for Toilet Training

When our body is able to receive and interpret the signals from our skin, muscles, and joints, we are able to feel and know what our body is doing without looking at it.  When a child has poor body awareness, it can lead to difficulty coordinating their body to do all of the components that are involved in toileting.   It is not automatic to feel the urge to go and just go to the bathroom.  Each step of the task must be thought out and carefully performed, so it is important to be patient.  It’s hard to know what to do if you can’t feel what you are supposed to feel!

Typically, toddlers and preschoolers spend a lot of time learning the “ins and outs” of toileting.   Children are expected to be toileting independently before entering Kindergarten.  Children with difficulties modulating sensory input find potty training to be a much bigger challenge than a typical child.  The bathroom can be an overstimulating environment, so asking a child with sensory integration difficulties to focus on the task at hand (ie; peeing or pooping) is a challenge if they are overwhelmed with fear or anxiety about other sensory signals they are receiving.  Problems with toileting and sensory processing might include (but not be limited to) the following:

Toileting and Sensory Processing Problems

1. Toileting and Sensory Processing Related to Poor Interoception

  • May be unaware that his bowel or bladder is full.
  • Feels that they need to go, but not be able to discriminate whether they need to urinate OR have a bowel movement.
  • Unable to “push” in order to go; don’t understand how to make those muscles work
  • Cannot feel that they have had an accident or that their clothes are soiled.
  • Unable to bend and reach behind them to properly wipe

2. Toileting and Sensory Processing Related to Sensory Defensiveness

  • Dislikes the feeling of “peeing” or “pooping” and withholds.
  • Fearful of falling into a regular sized toilet
  • Dislikes the feeling of wiping or being wiped.
  • Prefers the parent to wipe them
  • Does not like to wash their hands
  • Takes off all their clothes to use a toilet
  • Avoids flushing the toilet

3. Toileting and Sensory Processing Issues Related to Poor Registration of Sensory Input with a Hyperactive or Over-reactive Response

  • The child is fearful of the sensations involved when they pee or poop.
  • Reports that the act of “peeing” or “pooing” hurts terribly, crying, etc.
  • Extreme reaction to the sound of the flush or the air dryer
  • Gags, or chokes at the smell of the poop
  • Visually distracted by details in the bathroom, including lines in the tile, dust on the floor, etc.

4. Toileting and Sensory Processing Related to Sensory Seeking

  • Repetitively flushing the toilet
  • Fecal smearing
  • Repetitively having accidents in pants, enjoys the sensation
  • Playing in the water
  • Playing in the sink
  • Asks to use the toilet in public constantly

5. Toileting and Sensory Processing Issues related to Sensory Avoiding

  • Avoids wearing big girl or big boy underwear, prefers a diaper
  • Will tell you when the diaper needs to be changed, doesn’t want a wet diaper
  • Difficulty tolerating new bathrooms, public bathrooms, etc.
  • Covers ears when flushing, air hand dryer goes on, etc.
  • Holds nose for bowel movements
  • Avoids using certain toilets with “hard” seats
  • Avoids going into the bathroom, “sneaks off” to poop in diaper behind a couch, etc.

potty training, sensory processing

How to Help: 15 Amazing Strategies for Toileting

1. Try a  4 in 1 Stages Potty Seat which is closer to the ground and fits a smaller bottom. It also helps transition to use a grown-up toilet

2.  Try fun potty seats like this Race Car Potty and Character Underwear that are motivating!

3.  Try using flushable wipes and a Wipes Warmer to make the experience of wiping more enjoyable

* one consideration for this is that your child may begin to rely on it…. if you are out in public and don’t have warm wipes, will it be a problem?  Take that into consideration before making it part of your routine.  But if you are desperate, it’s worth a shot!

4.  Sing Songs to make toilet training more fun:

  • “Let it go! Let it go!”
  • “Push it out, Push it out, WAY OUT!”
  • “Pee Pee in the Potty, Pee Pee in the Potty!”
  • “I just want to Potty all the time, Potty all the time, Potty all the time!”

5.  Use painter’s tape to make a line for boys to know where to stand

6.  Offer Toilet Targets  or use goldfish crackers or fruit loops (get the pee in the hole!)

7.  For children who aren’t sure if they have to pee OR poop, let them sit.  It’s hard to tell which muscles are which.

8.  Provide an inviting environment depending on your child’s sensory needs:

  • For a sensory seeker, bright lights, fun music, and toys alerting aromatherapy (peppermint and eucalyptus).

  • For a  sensory avoider, soft lighting (night lights) and music, calming aromatherapy (lavender and chamomile).  *Click for more info about Aromatherapy

9.  Let your child leave the room before flushing if they are defensive, OR let your child choose if they flush or you do.

10.  Use earplugs to block the sounds, (especially in a public bathroom), OR keep post-its in your bag to put over the automatic sensor.

11.  Use a soft toilet seat.

12.  Keep a  Potty Training Chart   or offer Potty Reward Stickers for Boys or Girls

13.  Try a toileting schedule. Have your child sit on the toilet every 15 minutes for a few minutes. If they go, Wahoo! big Praise. If not, that’s ok, we’ll try again in 15 minutes.

14.  Provide a Kitchen Timer for set “potty” sitting times.  Let your child set the timer so they are a part of the process.

15.  If your child is fearful of the sensation of pooping in the toilet, have them help you dump the poop from the diaper into the toilet and then flush it.

Toileting and sensory issues

Toileting and Sensory Processing in Children with Special Needs

Very often problems with potty-training, such as accidents, difficulty recognizing if they have to go, struggles with hygiene, fear of flushing, and refusal to use the toilet are the result of an inefficient sensory processing system.  It is important to note that children with developmental delays and other diagnoses may need more time to be trained.   As parents and educators, it is essential to treat the process with patience.  Your child has a lot of information and sensory signals to make sense of and every child has to go at their own pace.  Do not feel the “peer pressure” from other parents that your child “should be” ready.

Sensory Processing Resources

Affiliated resources:

sensory processing

Click on the image for more info. It will take you over to my pals at Your Kids Table so you can see what all the fuss is about!

Additional Potty Training Resources

Establishing Toileting Routines for Children Tips – a Printable from the American Occupational Therapy Association

6 Tips for Successful Potty Training from the American Occupational Therapy Association


Abraham, M. C. (2002). In Pressnal D. O., Wheeler K. (Eds.), Addressing learning differences: Sensory integration; practical strategies and sensory motor activities for use in the classroom. Frank Schaffer Publications.

Ahn, R., Miller, L., Milberger, S., & McIntosh, D. (2004). Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children.  American Journal of Occupational Therapy, 58, 287-293.

Crozier, S. C., Goodson, J. Z., Mackay, M. L., Synnes, A. R., Grunau, R. E., Miller, S. P., et al. (2015). Sensory processing patterns in children born very preterm. American Journal of Occupational Therapy, 70.

Daunhauer, L., Fidler, D., & Will, E. (March 2014). School function in students with down syndrome. American Journal of Occupational Therapy, 68(2):167-176. 

Garland, T. (2014). Self-regulation interventions and strategies. Eau Claire, WI: PESI Publishing & Media. Shelly J. Lane, PhD, OTR/L, FOATA, Isabelle Beaudry-Bellefeuille, MScOT; Examining the Sensory Characteristics of Preschool Children With Retentive Fecal Incontinence. Am J Occup Ther 2015;69(Suppl. 1):6911500194p1. doi: 10.5014/ajot.2015.69S1-PO6099.

Functional Skills for Kids


This post is part of the Functional Skills for Kids series.  See all of the bloggers who are participating and more about the series here. For more information on the components and considerations related to Toileting, stop by and see what the other Occupational Therapists and Physical Therapists on the Functional Skills for Kids team have to say:

Potty Training, Toileting and Fine Motor Considerations  | The Inspired Treehouse

Gross Motor Skills and Toilet Training | Your Therapy Source

Toileting and Sensory Processing   | Miss Jaime OT

Potty Training with Attention and Behavior Problems | Sugar Aunts

Modifications For Potty Training  | Therapy Fun Zone

Preparing Your Child & Environment for Potty Training | Growing Hands-On Kids

Potty Training Instruction Tips  |Kids Play Space

Teaching Concepts for Potty Training Through Play |Your Kids OT

#functionalskillsforkids, toileting, potty training

Do you have an amazing toileting trick or tip? What potty training strategy helped your child?

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The App That Will Make You a Hero To Your Dysgraphic Students

Students who struggle with getting their thoughts on paper and HATE writing  will LOVE this game-changing app called SnapType Pro.

With two weeks left of school, the middle school was HOT and sticky.  The smell of sweaty teenagers who just didn’t want to be in school permeated through the hallways.  As I sat across from the teenager who “HATES writing”, I could see his face growing red.

The tears were building up.

And he still had one more essay to finish.

Having to concentrate on a final exam is just torture for anyone, but it’s even worse for a child with a disability.   

Thank goodness I found a way to help this poor child. 


Does this sound familiar? 

If you know someone who is dysgraphic, you’re familiar with the symptoms.

  • Messy handwriting
  • Difficulty putting thoughts down on paper
  • Physically slow when writing
  • Difficulty with spelling
  • Organizing words and sentences is a challenge

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inventing snaptype

How To Bring Your OT App Invention To Life

*This post contains affiliate links


Amberlynn Slavin, a college student in an Occupational Therapy program, came up with this amazing idea and then brought it to fruition.   I find myself brimming with ideas, but I’ve still never invented anything!  Amberlynn was kind enough to answer a few questions about the process of inventing and developing an app.

Here are the questions that I had for Amberlynn….

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positioning in the classroom

The Crucial Importance of Positioning in the Classroom

School Day Functions – Positioning in the classroom

Positioning in the classroom is a HUGE part of student success.  In fact, “properly fitted furniture is essential if children are to learn handwriting efficiently” (Henderson &  Pehoski, 1995).

One of my biggest pet peeves about working in the school system is the gosh darn furniture.   Children are often seated in furniture that is just not the right size for them, and it totally stinks.

On top of that, many teachers have never been trained to check if a child’s desk or chair is the right size.   For the ones who do check, what are the chances that the school has other furniture available?   Sigh.  Rant Over.

The point is – what adult would tolerate working all day at a desk that was way too high? Companies spend a fortune supplying their workers with wrist supports to avoid carpal tunnel injuries and screen guards to protect employees vision.  Shouldn’t we make sure our students are in the proper position, too? Continue reading

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unique teacher gift ideas

Teacher gifts that won’t break the bank


The holidays are here! The holidays are here!  Think of all the parties, the presents, the …stress!

Teachers are going nuts trying to get report cards done and review for tests in the middle of half days, plays, and holiday concerts.  Parents are going crazy arranging childcare for the week off, planning holiday dinners, decorating the house, and finding the perfect gift for their family members.

Who has time to think of a teacher gift?

First, it is absolutely not necessary to give a gift to any teacher or professional that works with your child. They are simply doing their job and they get paid to do so. However, when your child has a special connection with a staff member, or you know that someone has gone out of their way to help your child, some parents like to give a little something to say thank you.

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