The document describes Wasan Abu-Baker, a functional tool designed for children with limited fine motor skills. It can be used as a communication tool in the classroom with pictures or symbols. Students are able to work independently with Wasan Abu-Baker as an alternative to paper and pencil. It is an effective tool for increasing literacy skills such as math, spelling, reading, and writing. Wasan Abu-Baker consists of a magnetic whiteboard, magnetic paper, color-coded magnetic pegs, and dry erase markers. It allows students to participate in classroom activities and succeed in their learning.

1. Wasan Abu-Baker

3.  Functional tool for children with limited fine
motor skills (i.e. poor grip and hand strength)
 Communication tool for students in the
classroom with pictures or symbols
 Designed to allow students to work
independently and give answers using an
alternative to paper and pencil
 Effective tool for increasing literacy skills (i.e.
math, spelling, reading, and writing)

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5.  Magnetic white board
 Magnetic paper (for printing symbols, images,
etc)
 Color coded magnetic pegs
 Dry erase markers

6. Criteria below Not effective Somewhat effective Very effective
Functional tool for
children with limited
motor skills
The student refuses to use
it.
The student has some
interest in using it.
The student has
completely agreed and
accepted to use it.
Communication tool
for students in the
classroom with
pictures and symbols
The student with multiple
disabilities will not be able
to use it.
The student with few
disabilities will partly use
it.
The student completely
complies with using it.
Student is able to work
independently
Student refuses to work
independently, and relies
on special education
teacher for help.
The student will partly
work independently.
The student will
independently use it.
Increasing literacy skills
(i.e. math, spelling,
reading, and writing)
Student literacy skills and
knowledge have not
improved and needs an
intervention plan.
Student literacy skills
and knowledge have
partly improved.
The student literacy skills
and knowledge have
significantly improved.

7.  Reward chart
 Transition charts for daily schedule for
students with disabilities

9. WHAT DID NOT WORK?
 I don’t believe that forcing the students to use this strategy
will always work, especially with students who have
behavioral issues in addition to motor issues. Students will
also need some pre-teaching instruction in literacy skills they
will need before applying this strategy to help them more.
What worked?
 Students who are having some motor difficulties and their
disability will not allow them to use regular daily worksheets
will benefit greatly from being able to participate in the
regular class activities which will help them learn and
succeed.
What would I change about what I do?
 Try to differentiate between the student needs and giving
them the opportunity to choose.