Finger Grip Ruler

Ruler with raised center that offers easy grip and beveled edges calibrated in inches on one side and metric on the other.

AT Category: Academic
- Math
- Reading

Low Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.
Reading Specialist: A reading specialist is an educator with advanced training in teaching reading and literacy skills. They work with students who have difficulties in reading, providing targeted instruction and interventions. They also support classroom teachers by developing effective reading programs, assessing student progress, and implementing evidence-based strategies to improve reading outcomes.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Measuring length of an object

Implementation Context In what activities, classes, or environments will the student utilize this tool?

A finger grip ruler may be beneficial for students with fine motor difficulties.

Here's how it could be used:

Steady measurement: The finger grip helps stabilize the ruler, allowing the student to accurately measure lengths without the ruler slipping or moving around.
Independent work: Students can use the ruler independently without needing assistance to hold it in place, promoting self-reliance and confidence in their abilities.
Precision: The firm grip provided by the finger holder enables students to make precise measurements, which is crucial in subjects like math and science where accuracy is important.
Reduced frustration: For students who struggle with fine motor skills, using a traditional ruler can be frustrating and time-consuming. The finger grip ruler reduces frustration by making the task of measuring easier and more manageable.
Increased participation: With the assistance of the finger grip ruler, students can participate more actively in classroom activities that involve measurement, such as drawing diagrams or completing assignments.
Tracking text: The ruler can be placed under a line of text, and the student can slide their finger along it as they read. This helps them focus on one line at a time, reducing distractions from surrounding text.
Preventing line skipping: Some students may have a tendency to skip lines or lose their place while reading. The ruler provides a physical guide, helping them stay on track and follow the text in a linear manner.