!#8# Special Education Art Project - Animal Pillow - 2nd-4th Grade

!±8± Special Education Art Project - Animal Pillow - 2nd-4th Grade

Project: Create a pillow with an animal design.The project was designed to reinforce their lesson on animals.

Students: Participants were 12 students from the CDC and CDCA classes. The students were 2nd 3rd and 4th graders with a variety of disabilities including Autism, Down's Syndrome, Spina Bifida, and Blindness.

Day 1

The students each chose an animal from a selection of simple coloring book images. They traced their animal onto tracing paper with assistance provided as needed. All of their efforts were successful because the quality of the tracing could be improved during the sewing. (See day 2.) The students were allowed to choose 4 fabrics from a large variety of colors and textures. It was interesting to see how the students instinctively chose fabrics that met their specific needs (Soft, rough, fuzzy, bright, subdued) The pattern and fabrics were set aside for day 2.

Day 2

The pattern was pinned to three of the four fabrics. We sewed around the pattern. Then the fourth fabric was added to the bottom. The four fabrics were sewn together on three of the four sides.

Each student got to work one-on-one with me on the sewing machine. I operated the 'gas' and helped steer the fabric through the machine. The children all enjoyed the opportunity to 'drive'. It was at this point that I was able to correct and improve on the quality of the tracing from day 1. When the students finished sewing, they were able to tear away the paper pattern. Some enjoyed the freedom and energy of ripping the paper while others were more comfortable carefully removing the paper intact.

One student from the CDCA class was unable to operate the sewing machine due to her disabilities. We adapted the machine with an Able switch. She was able to participate by turning the machine on and off to command when we needed to turn a corner. A classmate manipulated the fabric through the machine and helped tear off the paper. This was a wonderful opportunity for her classmate to learn about cooperation, sharing, helping and patience.

Days 3 and 4

Children who did not get a chance to sew on day 2 finished sewing their project. Students cut away the top two layers of fabric inside their animal design. Then they clipped around the inside edge of the design and the perimeter of the pillow. Several of the students required hand-over-hand to accomplish this. I relied on students who enjoyed cutting to cut the projects for their classmates who were unwilling or unable. Getting the pillows ready to stuff was a big project that took two days. Children who were not working on their pillows worked on animal-related lessons with the classroom teachers.

At the end of day 4, I washed and dried to pillows to help fray the edges.

Day 5

The children stuffed their pillows with fiberfill. This was a very tactile and sensory pleasing activity that was enjoyed by all the children. Hand-over-hand assistance was provided to the children with motor difficulties. After the pillows were stuffed, I sewed them closed on the sewing machine. Everyone loved his or her pillow. Several of the children used them immediately as a source of comfort when agitated. Many of the children took the opportunity to show outsiders their finished project and talk about their experience.

This article first appeared in ADVANCE for Occupational Therapy Practitioners.