July / August / September • Issue 3 • 2018
Sensory Equipment Lending “Library” , continued from Page 12
Conclusion
Our new system has been in place for a year now. Though
we can’t say it’s perfect, the consensus is that it has made
it easier for us to access sensory equipment throughout the
school year.
We have found that the three-week “limit” for borrowing
equipment isn’t always realistic, as students may be absent,
or teachers may not provide adequate data. We need to
continue to brainstorm how we can make timely decisions
about whether a piece of equipment is working, so we can
either return it for others to use or order a replacement to go
back into the “pool.” However, if we find we do not have
something we need, the check- out binder now gives us an
easy way to identify which of our colleagues may be able to
return the type of equipment we have in mind.
Overall, the work of our special interest group has been
productive in allowing us to update our equipment supply,
thoughtfully purchase additional equipment we didn’t
have before, streamline the ordering process by identifying
preferred vendors, involve teachers in helping us gather
data on equipment’s effectiveness (including how often it is
actually being used), and reinforce our accountability to one
another, such that getting sensory equipment to students
who need it is understood as a team effort.
If you want to develop a sensory equipment “library”
such as ours, here are some questions to guide you:
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What is your budget?
Who has authority for ordering equipment?
Who maintains the inventory?
What kind of equipment are you already using the
most?
How can you incorporate trials of newly-developed
sensory products, for possible inclusion in your
inventory?
How will you structure your check out procedure?
Who is responsible for cleaning, repairing, or throwing
out equipment that is returned after use?
What “lower tech” alternatives should be offered prior
to introducing (more expensive) equipment (i.e.,
Velcro under the desk, instead of a hand held fidget, for
tactile input)?
How will you educate classroom staff about the
purpose and protocol for each different type of
equipment?
How will you collect data to guide you in making
decisions about continued use of the equipment?
About the Author
After beginning her career in mental health, Colleen left
OT to follow a call to educational ministry; retiring from
ministry, Colleen renewed her OT license and is now in her
10th year of school-based practice.
AMPS Utilization, continued from Page 11
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About the Author
Bridget Hahn, OTD, OTR/L, is an instructor and the
academic coordinator at Rush University. She has experience
in physical rehabilitation and currently has clinical time at
Rush, alongside her teaching and administrative duties.
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