"No disabled child wants to be distanced from the activities of their family and friends," said Dean Richey, the program's principle investigator. "These projects focus on giving the child some type of toy or device that keeps them included in the day-to-day activities of daycare, school and playtime."
Through Tennessee's Early Intervention System housed on campus, children in need of toys or helpful devices to fit their disabilities are identified. A coordinator makes a list of these needs, which are most often for items that either don't exist or are too expensive.
Mechanical engineering professor Stephen Canfield's senior design class members then get to work on projects they pick based on their interests or sometimes just the child's compelling story. The results are powerful.
Two-year-old Jessica Weddington of Manchester, Tenn., was born with congenital cataracts, glaucoma and a hole in her right retina; her eyes looked liked white rocks when she was born. After six surgeries, doctors estimate that without her 20+ lenses, her vision is only about 20/1,000.
Jessica's depth perception makes stacking objects difficult. And stacking is not just child's play; it builds fine motor development essential to moving up the developmental ladder and learning daily living skills.
Jason Baugh, the program coordinator, challenged one team of mechanical engineering students to help Jessica. The team developed and built neon-colored red, green and yellow blocks, powered by a battery that turns off when placed battery-side down on a flat surface, to help her perceive the blocks' position.
"We try to coordinate dozens of similar projects each year, and each time you see a child's face you realize the zest for life is still there no matter how severe the disabilities," said Baugh. "You realize each child hopes to be included and treated like a normal kid. These projects are designed to help them do what other children do. They just want to lose their identity as a disabled child for a while."
That's also true for three-year-old Solomon Maddux, who has sensory integration dysfunction and autism. Because of SID, Solomon has difficulty screening out nonessential information like background noises or visual information. He becomes over stimulated and has trouble calming or consoling himself unless he can spin or whirl.
"Doctors explained that spinning acts on the vestibular nerve in his brain," said his mother, Tina. "Unless he has someway to spin, he is too over stimulated to work with therapists."
Armed with this information, Baugh asked students to build a device that would help Solomon. Their project — a custom tire swing — now hangs from a tree in Solomon's papa's backyard.
"This swing is awesome because it allows him to help himself in a safe, fun way," she said.
The program, now funded in its third year by Tennessee's Department of Education, has grown from a more informal collaboration started several years ago between TTU's College of Education and its Mechanical Engineering Department. He estimates about 150 projects have been completed for children through this program.
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