This study aimed to analyze the effects of educational toys associated with storytelling in the interaction of a child with multiple disabilities. A ten-year-old child diagnosed with multiple disabilities (cerebral palsy and visual impairment) participated in the study. The single subject design in the AB model was employed to verify and evaluate the study variables of the study, the dependent variable being the interaction abilities with the educational toys. The independent variable was characterized by the application of educational toys linked with storytelling and additional strategies. As resources, eight toys were selected and adapted from the kit of the LARAMARA institution for the blind, which met the research objective. The training was based on storytelling followed by the use of adapted strategies in different situations, totaling six sessions for each toy, divided into two stages, baseline (A) and intervention (B). All sessions were filmed, analyzed and scored according to the rubric gauging, to measure the participant’s interaction with the toys. As results, it can be demonstrated that, in the baseline phases, the participant did not interact with the toy. However, when the intervention was introduced, there was a significant increase in the number of interactions with educational toys, as the participant was able to manipulate them and give function to all the toys. In summary, the use of educational toys associated with storytelling may indicate a possible intervention for people with multiple disabilities with the intention of offering more significant interaction with the toy.
KEYWORDS: Special Education; Multiple disabilities; Educational toys; Storytelling; Pedagogical strategies
Authorship
Franciele Aparecida dos Santos FELÍCIO
Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286
Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180
PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454
Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286Graduated in Physical Education from Universidade Estadual Paulista Julio de Mesquita Filho - UNESP, Presidente Prudente - SP, Brazil. fran.aparecida90@hotmail.com. ORCID https://orcid.org/0000-0001-5679-9286
Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180Professor at the Graduate Program in Education and at the Department of Physical Education at the Universidade Estadual Paulista Julio de Mesquita Filho – UNESP, Presidente Prudente - SP, Brazil. seabrajr@fct.unesp.br. ORCID https://orcid.org/0000-0002-8429-2180
PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454PhD in Special Education. Professor at Faculdades Integradas de Jaú - FIJ, Jaú - SP, Brazil. viviane_reb@hotmail.com. ORCID https://orcid.org/0000-0002-9351-5454
Table 2
Description of the intervention: educational toys associated with storytelling and strategies used.
Figure 1
Performance of the participant in the Baseline sessions and intervention according to each toy.
Source: Elaborated by the authors.
Table 1
Presentation and description of the selected toys.
Toys
Description
Amassadinha (Smashed)
Small colored rubber balloon, stuffed with wheat flour, shaped like a ball. This ball should be very flexible so that it totally changes shape when tightened. On one side of the ball elements that imitate eyes, nose and mouth are placed. At the top, wool yarn to imitate hair, which can be yellow or black, long or short. Objective: To awaken the desire to move and perform activities, to know and understand their body and the environment, to develop and integrate the senses.
Geometric cube
Cube made of foam, measuring 10 cm x 10 cm, lightweight and lined with soft fabric. In each face of the cube, there is a Velcro application where a two-dimensional geometric figure made in colored felt is attached; there are three pairs of different figures. Objective: To develop the touch for the recognition of shapes and textures, to develop organization temporal space.
Cole Ball
Two vests, one black and one blue, made of nylon fabric. On the back there are colored Velcro strips. At the front, there are applications of figures of five different fruits, covered with Velcro. Two white balls accompany them, covered with feather fabric. Objective: To awaken the desire to move and perform activities, to know and understand their body and the environment, to develop and integrate the senses.
In one's ear
Panel made of soft, quilted and colored fabric, measuring 100 cm x 80 cm. On the panel there are ten small cloth rings. In this, 15 cm elastic bands are attached. At the end of the elastic bands, there are sounded toys: tambourine, bugle, rattle, whistle, harmonica, accordion, etc. The elastic bands can be removed so that the toys can be used individually. Objective: To understand and identify sounds, to know and understand their body and the environment.
Surprise cube
Six square plates, 32 cm each side, made of varied colors. The plates fit together to form a cube; two sides of the cube have rounded openings through which the child can insert his/her hands. Inside the cube, there are ten circles, made of the same material of the box, covered on one of the faces by materials of different textures, forming five pairs of different textures. Objective: To develop tact in order to recognize textures, shapes, temperature, size, weight, consistency and materials of which objects are made, to develop structuring and spatial organization.
Groping
Carpet made of colored fabric, soft, padded, rectangular, measuring 130 cm x 90 cm. On the carpet, different objects and toys are attached with elastic bands of 15 cm in length: a ring, a comb, a shuttlecock, a mug, a hairbrush, a bath sponge, a deodorant stick, a teddy bear, a bag containing glasses. The elastic bands can be removed easily, as the objects should not be used all at the same time, but two or three at a time. The elastic band makes it easy for the child to retrieve the objects. Objective: To understand and identify objects, to know and understand the environment.
Body ball
Two panels of wood, of white color, measuring 85 cm in height and 62 cm of width. On the panels, the figures of a girl and a boy with the same height of the panel are glued. The dolls are made of feather fabric and wear brightly colored clothes, shoes and socks made with the same fabric and the skirt stands out from the panel. The dolls have hair, but the girl stands out from the panel and is tied with ribbon. Two black balls with Velcro elements that facilitate the adherence to the fabric of the dolls accompany it. Objective: To awaken the desire to move and perform activities, to know and understand their body and the environment, to develop and integrate the senses.
Latches and tricks
It is a rectangular wooden box, measuring 29 cm x 15.5 cm x 22 cm, similar to a toolbox used by carpenters. On the four sides and at the top, there are eight little doors with various latches, locks, keys, handles, safety chains etc. Inside it, there are replicas of tools made of plastic, screws and washers, sandpaper, a wooden board, an architect ruler and tape. Special pencil for wood, used by carpenters. Objective: To recognize the objects of the environment, their names, use and function.
Table 2
Description of the intervention: educational toys associated with storytelling and strategies used.
Educational toys
Storytelling "I'll tell the story, you'll tell the story": subjects of the child's interest, in which the researcher told a part of a story and the participant continued to complete the story with the use of educational toys.
Strategies used
Physical assistance
Verbal assistance
Amassadinha (Smashed)
Theme suggested by the participant: tell stories about the trajectories of the artists of his/her favorite songs.
Put the toy in the child's hand and assist the movement in the hands.
Different situations were presented in the story so that the child introduced the toy and used the imagination to give function to it.
Geometric cube
Theme suggested by the participant: tell stories about favorite songs and excerpts from these songs that make him/her admire the writers.
Assistance to detach and attach the pieces.
Verbal assistance to find the pairs. Example: turn up, turn down, turn once more.
Cole Ball
Topic suggested by the participant: tell stories about shopping at the supermarket.
Assistance to glue and take off the Velcro to wear; put it on the body correctly.
Through the story, stimulate and awaken the imagination of the child.
In one's ear
Theme suggested by the participant: tell stories from his/her imagination about being a singer and a teacher.
Verbal assistance to use all the instruments present in the toy.
Surprise cube
Topic suggested by the participant: tell stories about his/her difficulties with the wheelchair and about transportation.
Hold the box to get thepieces.
Verbal assistance to find the holes in the box and identify the pieces.
Groping
Theme suggested by the participant: to tell stories about school activities as if he/she were the teacher: what would he/she do?
Hold the base mat so that it does not slip; uncoil the objects.
Verbal assistance (through a story) to use all the instruments present in the toy.
Body ball
Theme suggested by the participant: to tell stories about country songs and their characters.
Hold the frame; remove the ball from the figure's clothing; move the toy.
Emphasis on the story to arouse interest in using the toy; assistance to place the ball in the correct place.
Latches and tricks
Topic suggested by the participant: to tell stories about school and peers: how to get help and what would he/she do if he/she were the principal.
Assistance to open the wooden roof to remove the pieces and to fix the toy.
Source: Elaborated by the authors.