An adapted solo board game was developed and tried with a dysgraphic child (the child with learning disability of writing, age=6 years, grade one) as shown in the collage. The bingo sheet was replaced by drawings on the slate with three letter symbols and three visual symbols at a time.
The dice with paper folding or origami was made by the teacher with same symbols. The counter was made of crumbled paper balls.
It was felt by the classroom instructor that teacher-made adapted game had both the cognitive and non-cognitive gains related to body-brain coordination along with heightened interest in learning at low pace.
However, the support for playing the game under the supervision of caregivers is required for three hours for deep learning of three alphabet and vocabulary building.
Comentarios