Creating a Sensory Day
The OT Student Spotlight is an ongoing series of articles that highlight OT and OTA student success stories as well as the quirks, challenges, and joys that make up student life. Share the great things you and/or your class is up to within the OT community!
Describe a meaningful, OT-related project that you were recently involved in.
One of my responsibilities as the Vice President of the University of Pittsburgh Student OT Association (UPSOTA) is to organize a Sensory Day for the Western Pennsylvania School for Blind Children (WPSBC) in Pittsburgh, PA. As the outbreak of COVID-19 began in 2020, the initial plans for Sensory Day were tabled. When I was elected Vice President, my goal was to host Sensory Day in 2021 even if it had to be virtual. At first I felt a bit overwhelmed: I had no experience working with either students or the population of people with visual impairment. Now I was tasked with creating and planning virtual activities for students with visual impairment between the ages of 3 and 21. I was up for the challenge, though. I reached out to my classmates to see if anyone was interested in helping, and we got to work!
We divided activities into three different age groups: ages 3–7, 7–13, and 13–21. For the 3- to 7-year-old students, we recorded ourselves reading The Very Hungry Caterpillar and chose an associated sensory activity to be completed alongside it. For this book, we explained how to make a caterpillar out of clay and then instructed the students on how to create the various foods the caterpillar ate in the book. For the 7- to 13-year-old students, we recorded ourselves reading What's It Like to Be a Fish? which corresponded with a fishbowl sensory activity. The students were given cutouts of fish and bowls, and they mixed corn syrup and food coloring to make the "water." Then, they painted the "water" onto the fishbowl and arranged the fish however they desired. For the 13- to 21-year-old students, we read Life in Rainforests and instructed them on how to make a rainstick, which is an instrument that mimics the sound of a rainforest. They created one by taping paper over the ends of a paper tube that had aluminum foil and uncooked rice inside.
Our amazing fundraising committee was able to raise enough money to provide all of the materials to the students. Due to COVID-19, we were not able to complete the activity with the students at WPSBC, so Pitt OT students recorded themselves reading the books and narrating the instructions on how to make the crafts associated with the book. We then created separate bags for each student with the materials for their activity. I was able to virtually sit in on a class listening to the recording and creating their activity. After many hours of hard work, I have an increased sense of self-confidence, and I know that I will be able to accomplish anything I set my mind to!
From this experience, I learned:
- Giving clear directions is key! Although you might understand your own explanation, other people may not understand or they may have questions. It is never a bad idea to ask a friend if the directions you wrote for an activity were clear.
- Being creative can be tiring, but it is very worth it in the end when you have an innovative, unique product!
- Never be afraid to ask for help.
What is in your “OT school box”?
My "OT school box" includes AJOT for articles, and classmates for questions and support! I frequently refer to Willard & Spackman’s Occupational Therapy (13th ed.) for examples or further clarification in many classes.
What is the strangest or most inspiring thing you have witnessed in class?
The most inspiring thing I have witnessed in class is watching AOTA's 2016 Keynote by Jessica Kensky and Patrick Downes. I won't spoil it, but if you haven't watched it, I highly recommend doing so!
If you could be any assistive device/durable medical equipment, what would you be?
If I could be any assistive device, I would want to be a car cane! It is so easy to use and beneficial. I even recently bought one for my grandma. Car canes create an extra ledge that can be used to exit the car. All you have to do is open your car door, insert the head into the car door latch, and then you will have support to stand up and exit your car! You can buy one with lights or a blade to cut seat belts in case there is an emergency.
What advice do you have for students who are just starting their OT program?
It's okay to make mistakes! In fact, I think we should be encouraged to make mistakes. As a student, this is the time to be making them and learning from them before entering the workforce. This past semester, we were taught how to correctly transfer patients. I had a really hard time learning in the beginning. It felt like the important information, such as body mechanics, kept slipping my mind, and it took a toll on my confidence. After a few extra practice sessions and pep talks, I was able to correctly and efficiently complete transfers. The mistakes I made reinforced my learning and ultimately my sense of confidence. I realized that mistakes are okay and are a part of life! What’s important is to remember what you learned from them.
What 3 words describe your first OT-related experience?
Exciting, educative, and life-changing. It was my first day shadowing an occupational therapist at an outpatient pediatric clinic. I remember looking around and being so inspired by the occupational therapists’ patience, confidence, and creativity. It reassured me that this was the field that I am meant to be in.
What is your dream practice area?
My dream practice area would be anywhere where I feel valued and supported and I know that I am making an impact!
Natalie Perry is an OTD student at the University of Pittsburgh and is Vice President of UPSOTA, a journal club facilitator, and a social committee member of UPSOTA. In her free time she loves to read, cook, hang out with her dog, and spend time with friends and family.