Reimagining Worksite Learning through Cardboard Carpentry: Adaptive Design Association’s Fabrication Model for Students with Disabilities in New York City

Presenter(s)

Event Details

Topic:

leadership, policy & implementation

Format:

lecture

Subject Level:

intermediate

Age Span:

grades 7-12
adult

Target Audience:

autism specialist
educator
K-12 administration
occupational therapist
paraprofessional
physical therapist
special educator
university professor / personnel

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Plaza 4

Description:

This session presents Adaptive Design Association’s “Made to Learn” (M2L) model, a school-based workshop program where high school students with intellectual and developmental disabilities (IDD) and autism fabricate custom adaptive equipment for their peers. By fabricating adaptive equipment using cardboard carpentry, such as communication easels,wheelchair trays and footrests, students become both producers and consumers of assistive technology. This “cycle of impact” addresses the chronic scarcity of individualized equipment while fostering engaging STEAM and pre-vocational experiences for students. Session participants will learn about the school-based infrastructure and instructional scaffolds required to establish fabrication workshops in special education settings.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Participants will be able to define the cross-functional roles of Physical Therapists, Occupational Therapists, and student fabricators in a school-based workshop to address the scarcity of individualized adaptive equipment.

• Participants will be able to identify specific physical and visual infrastructure requirements—such as the "Materials Wall," picture symbols, and modular workstations—that foster independence and professional identity for students with IDD and autism.

• Participants will be able to evaluate how cardboard carpentry and fabrication finishing techniques can be integrated into a 6:1:1 classroom setting to provide meaningful pre-vocational and technical skill-building opportunities.

Disclosures:

none