Tacpac®
One
(sets 1, 2, 3)
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Tacpac®
Two
(4, 5, HandyPac) |
Full
pack
£62.50
(includes
worldwide p&p) |
Extra set
of 3 CDs
£27 |
Extra set
of 3 laminates
£10.50 |
Extra booklet
£18 |
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Tacpac®
Top Tips
Help
receivers prepare for each new experience
by showing them the object first, bringing it up close for them to
inspect; they also might want to handle it before you use it on their
body.
Give
the receiver their own set of objects to handle while you
run the session (so gather 2 of everything).
Experiment
using greater pressure.
Some receivers make not have a strong body image for themselves (weak
proprioception), and the greater pressure helps them work out what is
going on, and which part of the body is being touched.
Help
the receiver feel physically stable.
If the receiver has difficulty orienting their body in space, sitting
up etc, then they can find it difficult to concentrate on anything else
until they feel secure in their own physical space - let them lie down
if they want, or prop themselves firmly up against something. Once they
feel physically stable, then they can focus on the music and touch
experiences.
Go at
the receiver's pace. If
the receiver cannot always manage a whole session (the 6 activities
with one CD), you can fast forward to the end of a track, and just do
short sections of each.
One set
(ie. 6 activities with one CD) can be used over a long period,
e.g. 3 terms, or 8 months for a child with profound and multiple
learning difficulties, repeating weekly. A young person may use Tacpac
for years, and take it with them from their early years setting into
other contexts as they get older.
Pauses
between tracks. If the you or the receiver need longer
than the 30 second silence after each activity, use the pause button on
the CD player.
Repeating
tracks / activities. You may want to repeat an activity,
or make it longer. Use the back button on the CD player and play the
track again.
Encourage
the receiver to become a giver. They may want to do the
activity on themselves, or on you.
Intensify
colour. If the receiver is visually impaired, add some
florescent paint to the objects, or find shiny versions of them.
Monitor
changes over time. Use the observation sheets to jot down
the receiver's responses each time, and compare your notes over time.
Responses
are to be welcomed, whatever they are.
The receiver may reject an object or tactile stimulus, but this should
not be seen as a 'negative' or a problem. It is an indication that the
receiver has experienced something, and expressed a preference, which
is a positive!
Let
someone do a session on you. This is great fun! It also
gives you a good insight into what a receiver you work with might be
experiencing.
Include
young children as givers.
We have watched some absolutely magical sessions with supervised 5 year
olds giving the experiences to receivers with learning disabilities -
smiles, intense concentration (on both sides), beautiful eye contact,
laughter, bonding with each other, and finding out that everyone is a
personality!
Using
Tacpac with P Scales (assessment).
Notice how much of the P Scale curriculum across all subjects can be
met through using Tacpac. In the updated guidance booklet, we've set
out a page of ideas to get you started.
Positioning
speakers. Many
people with PMLD have hearing difficulties as well; do think carefully
about where the speakers are placed and experiment with various levels
available on your equipment (Sally Zimmerman, RNIB).
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Remember - the most important
thing is to have fun!
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