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Cooking, Eating and Drinking Resource Guide - December 2010 Page1
Non-GovernmentCentreSupportforNon-SchoolOrganisations
IndependentLivingCentreWA
Cooking, Eating and DrinkingResourceGuide
Cooking, Eating and Drinking Resource Guide - December 2010 Page3
INTRODUCTION
SECTION ONE
The Benefits of Including Students in Cooking Tasks .........................7
Safety in the Kitchen ...........................................................................7
Principles of Energy Conservation ......................................................8
Principles of Work Simplification .........................................................8
Positioning ...........................................................................................9
SECTION TWOActivity/Task Guide .............................................................. 11
Eating ................................................................................................11
Cutting up food .................................................................................11
Placing Food onto a Spoon or Fork ..................................................12
Using Cutlery Handle Orthoses to assist with eating ........................14
Using modified bowls and plates to assist with eating .....................14
Other feeding equipment ..................................................................15
Drinking .............................................................................................16
Cups and Mugs .................................................................................16
Drinking Straws .................................................................................17
Backpack Style Drinking Systems ....................................................17
Opening Cans, Jars and Containers .................................................18
Can Openers .....................................................................................18
Jar Openers .......................................................................................20
Cooking, Eating and DrinkingResourceGuide
Page4 Cooking, Eating and Drinking Resource Guide - December 2010
SECTION TWOActivity/Task Guide cont
Slicing and Cutting Food ...................................................................21
Peeling, Grating and other preparation tasks....................................23
Equipment to help stabilise food and items ......................................24
Pouring a Drink ..................................................................................25
Various Items to Help With Cooking and Baking .............................25
APPENDIX ACooking, eating and drinking equipment kit available at the independent living centre wa for hire .......................28
APPENDIX BQuick Reference Guide and Glossary ...............................................31
APPENDIX CRecipe Examples ...............................................................................33
APPENDIX DUseful resources ................................................................................38
Cooking, Eating and Drinking Resource Guide - December 2010 Page5
IntroductionThis guide has been developed to support teachers, teacher assistants, therapists and parents in selecting appropriate assistive technology to maximise a student’s performance in the areas of cooking, eating and drinking.
Designed as an easy to use task-based reference, it contains helpful information about a wide range of equipment and how it may be used to make the preparation and enjoyment of food easier and safer.
Additional information on the key principles of energy conservation, work simplification and positioning are also included.
To complement this guide, an equipment kit has been developed and is available for hire through the Independent Living Centre WA. This provides the opportunity for those involved in the cooking process to trial a range of options and determine which may be most helpful. A list of the contents of this kit can be found at Appendix A.
Bon Appetit!
This project was made possible by generous funding through the Non-Government Centre Support for Non-School Organisations.
Cooking, Eating and Drinking Resource Guide - December 2010 Page7
Section oneThe Benefits of Including Students in Cooking Tasks:Involving students in cooking has many benefits apart from the obvious end outcome. Many areas of a typical school curriculum can be addressed through the simple task of cooking and food preparation. For example following directions, using the oven and cleaning allow students to practise , daily living skills. Reading a recipe provides opportunities to practise literacy and maths skills. Completing all the directions in a recipe involves reading comprehension and practises the daily living skills of doing the tasks in the correct sequence. Opening jars, decorating a cake, or kneading dough provides opportunities for improving fine motor skills. Identifying and reading temperatures, counting how many pieces are needed, and setting a timer all require numeracy skills. Language development can also be incorporated by talking about what is happening, who likes what foods and using new vocabulary etc. Including cooking, eating and drinking into a students curriculum can allow students to work on a wide range of goals while simultaneously building their independence and self-confidence.
Safety in the KitchenIt is important to ensure a student is always safe in the kitchen while engaged in cooking, eating and drinking tasks. This will depend on the individual student’s abilities and the task that is being performed. Some tasks, for example slicing and cutting, are hazardous in nature and constant supervision may be required. It may be that certain tasks are deemed too hazardous for a student to safely perform and therefore modifying the activity may be appropriate e.g. cutting the food up by an assistant for the student to be able to mix in a bowl.
Here are some useful tips to keep in mind when carrying out tasks in the kitchen:
• Keep oven mitts and/or hot pads close at hand.
• Pull out the oven rack; do not reach into the oven. Always pull out the rack before getting food to place in the oven, or to rotate, or remove food.
• Double handled pots allow better control when moving food.
• Long handled ladles are good for serving to keep hands away from hot foods.
• Encourage the student to ask for help if required.
• Do not hesitate to ask for help when you need it.
• Keep knives sharp. If required, use a guard to stabilise the food instead of fingers.
• Wait for hot water in saucepans to cool down before emptying.
• Use the protective aids listed in this guide, e.g. oven rack guards, silicon oven mitts, oven push/pull.
Page8 Cooking, Eating and Drinking Resource Guide - December 2010
PrinciplesofEnergyConservationEnergy conservation is reducing effort and conserving energy in order to reduce fatigue. This can be achieved by considering some of the following:
Planning Ahead:
• Read a recipe from start to finish, thus minimising the amount of bowls and utensils used.
• Sit down if required, rather than standing.
• Use the correct equipment to make the job easier, e.g. use a processor to grate cheese if doing a large amount.
• Store equipment in easily accessible places.
• If required, break down the job into smaller steps (task breakdown).
• Prepare large batches of food and freeze for later.
Balance activity with rest periods:
• Try to limit the time an activity takes – i.e. usually no more than 30mins.
• Have a rest after the activity, eg. leave the kitchen to rest and then return later to clean up.
Avoid stress and rushing. Frustration and irritation increases fatigue. Go slowly and steadily as rushing may lead to mistakes and accidents which require extra energy to clean up or resolve, not to mention potential for injury.
It is important to remember that students with conditions involving jerky, uncontrolled movements such as dyskinetic cerebral palsy often have an increase in symptoms if they are tired or stressed. Try to plan tasks that might be challenging for the beginning of the day rather than the end when the student may be tiring. Another important aspect of reducing the effects of fatigue is ensuring correct positioning (see next page).
PrinciplesofWorkSimplificationThese tips will help to make daily activities safer and easier:
• Cut down on unnecessary movements e.g. planning what ingredients need to be collected from the fridge to make a sandwich, and collecting them in the one go.
• Slide objects along the bench instead of lifting.
• Work at a good pace and rhythm without rushing.
• Avoid over-reaching and stretching.
• Ensure bench heights are suitable i.e. bench should be approx height of bent elbow to avoid stooping or reaching up to a bench top.
• Store most frequently used items between knee and shoulder level.
• Use a stool if appropriate.
• Use suitable assistive technology - correct equipment can improve independence and help make a task easier.
Cooking, Eating and Drinking Resource Guide - December 2010 Page9
PositioningGood posture while eating and drinking is essential. A stable upright and well-aligned position allows more energy and effort to be concentrated upon the actual process of eating, drinking and swallowing. Anyone who eats or drinks in an awkward position can become at risk of inhaling food and/or fluid, or even choking.
Eating in a comfortable, stable position encourages better coordination of the muscles used to bite, chew, swallow and breathe. Food preparation tasks are also easier and safer when the student is in a stable, supported position.
Adequate time should be taken to ensure individuals are positioned optimally and that any specialised equipment or adapted utensils are used correctly.
Guidelines for optimal positioning at mealtimes and when performing tasks (if not able to stand):
• Upright, straight body alignment with shoulders level, slightly forward and over hips
• Bottom and hips well back into the chair to provide a stable base for the trunk (eg use of pelvic strap)
• Knees at around 90 degrees and comfortably apart (eg a pommel or padded wedge or block may be needed to help separate the knees)
• Feet comfortably apart and resting on the floor or a support where possible (eg footstool or footplates on a wheelchair or highchair)
• Head centred over the shoulders with an elongated neck, in a relaxed, upright and slightly chin-tuck position (remember head back will open the airway and swallowing is extremely difficult and unsafe)
• Shoulder straps, chest harness can provide added support where advised
• Head and neck positioning can be assisted by a well positioned head rest or even the use of a rolled towel, small cushion or even a neck brace (where advised)
• Arms forward on the table or tray
• Where possible students should be encouraged to move slightly forward towards the food, spoon, or drink as this is part of the normal active process for eating or drinking. Often a small wedge cushion or angled seat base can assist with this for students who have better trunk control and more active movement. For students who are unable to do this, ensure positioning is optimal and head on neck alignment is suitable for swallowing (e.g. elongated neck and slight chin tuck).
Refer to the individual’s oral eating and drinking care plan for specific information documenting individual care needs. Always consult the occupational therapist and physiotherapist for further advice on positioning. This information was sourced from the Novita website (www.novita.org.au).
Cooking, Eating and Drinking Resource Guide - December 2010 Page10
The pictures below can be used to quickly identify if a student has correct positioning in a wheelchair.
✔ Hips in level position ✗ Hips leaning one way
✔ Even Posture ✗ Bottom not back far enough ✗ Upholstery Sagging
✔ Even Posture ✗ Uneven knees ✗ Knees splaying outwards
Images sourced from www.rah.sa.gov.au
For further information about the equipment in this manual and other equipment, please contact the Independent Living Centre WA.
Page11 Cooking, Eating and Drinking Resource Guide - December 2010
Section two
Activity/task guide
Task to Perform Equipment that may help
How equipment can help
Pictures
Eating
Cutting up food
Built up/large grips on knives
These are useful for students who have difficulty grasping standard handles, e.g. joint deformities, weak grasp, spasticity, contractures.
Supergrip Rocker Knife
Combination knife/forks/spoons
These all-in-one pieces of cutlery can be useful for a student with functional use of one arm only, e.g. hemiplegia, amputee.
Etac Light Combination Cutlery/Kombi Knife/Fork
Homecraft Queens Rocker/Angled Knife
Weighted/light weighted
Light weight cutlery is useful for people who may fatigue very easily and weighted cutlery can be useful for people who may have a tremor of the hands and arms. NB. Caution needs to be exercised to ensure weighted cutlery does not increase tremor for other activities.
Etac Light Cutlery (with thick handle)
Ergonomic style handles
Knives that have an ‘L’ shape or are perpendicular to the blade. These are useful for people who are unable to rotate (pronate/supinate) their forearm to hold a standard knife. The position allows for the larger muscles of the shoulders to perform the task of cutting or slicing. This can be useful for conditions causing muscle weakness.
Etac Relieve Folding Angled Knife
Cooking, Eating and Drinking Resource Guide - December 2010 Page12
Contoured Handles These can be useful for people who are not able to obtain a good grip on standard knife handles. Students with limited fine motor skills may find these useful.
North Coast Comfort Grip Knife
Junior Caring Knife
Rocker style blades
These allow cutting by using a rocking motion of the whole arm, which may benefit people who have reduced grip strength.
Supergrip Rocker Knife
Amefa Universal Knife
Children’s knives There are children’s knives available that are blunt and do not puncture or cut the skin. They use a sawing motion to cut through food. This can be useful for someone with an intellectual disability, or physical disability such as ataxia (uncontrolled movement) where safety is a factor.
Placing Food onto a Spoon or Fork
Built up grips on Forks and Spoons
See above Oxo Goodgrips Spoon
Weighted/Light Weighted Forks and Spoons
See above
Page13 Cooking, Eating and Drinking Resource Guide - December 2010
Placing Food onto a Spoon or Fork
Junior spoons/feeding spoons
There are many junior spoons with moulded grips and small ‘bowls’ for use by children with small hands. Feeding spoons with long handles are available if the child is not able to feed themselves.
Junior Caring Spoon
Etac Feed Feeding Spoon
Swivel Spoons and Forks
These are useful for children who have limited range of movement and/or ataxia, ataxia that prevents bringing a spoon up to the mouth without the food spilling. The ‘bowl’ stays level as it is raised to the mouth.
North Coast Plastic Handle Swivel Spoon
Angled and Bendable Spoons and Forks
Some spoons and forks are available with a fixed bend in the neck of the spoon so that children with limited range of movement can bring the utensil up to the mouth. Some have a pliable neck so that it can be adjusted as required.
Homecraft Angled Lightweight Spoon
Etac Light Angled Spoons
Curved or Angled Handles on Spoons or Forks
Angled handles can be beneficial for children with limited grip due to muscle weakness and spasticity, and can also be beneficial for children with reduced range of movement of the shoulders, elbow and wrist.
Caring Angled Spoon
Amefa Spoon
Extended Handles Extra long handles are available for students who have difficulty lifting the hand up to the mouth, and are unable to compensate by lowering the upper body/head to the plate.
North Coast Extended Utensils/Spoon
Cooking, Eating and Drinking Resource Guide - December 2010 Page14
Placing Food onto a Spoon or Fork
Plastic Coated Spoons covered in a soft plastic coating to protect the gums and lips. These may be useful for students with spasticity or uncontrolled hand movements.
North Coast Plastic Coated Spoon
Using Cutlery Handle Orthoses to assist with eating
Foam tubing Foam tubing such as Plastazote and Bradflex can be used to increase the handle diameter of cutlery to provide a built up grip. Plastazote can be moulded to the hands contours with heat. Plastazote and Bradflex are dishwasher safe and do not absorb water. Bradflex cannot be moulded and is a softer foam.
Plastazote
NorthCoast Bradflex Cylindrical Foam
Using modified bowls and plates to assist with eating
Plates with a raised lip
Plates with a raised lip allow the student to push food onto a fork or spoon. This could be useful for students with movement disorders such as ataxia, vision impairment, hemiplegia and amputation.
Some plates and bowls have only one side raised which allows better access to the food with the hand and forearm.
Etac Tasty Plate with Raised Edge
Plates with a recessed channel
This can be useful for vision impairment as food can be pushed into the channel for loading onto a spoon or fork.
Campbell Adams – Adams Plate
Plates with a non slip coating on the underside, suction cups and Non Slip Matting
Students with reduced motor control such as ataxia, or tremor, can find slip resistant materials under a plate provide greater control at mealtimes.
North Coast Scooper Bowl
Page15 Cooking, Eating and Drinking Resource Guide - December 2010
Using modified bowls and plates to assist with eating
Plates with a non slip coating on the underside, suction cups and Non Slip Matting
Students with reduced motor control such as ataxia, or tremor, can find slip resistant materials under a plate can provide greater control at mealtimes.
Dycem Slip Resistant Mats
Bowls with inner lip See “plates with a raised lip”
Plate Guards Guards are available to place onto a standard plate. Generally one size fits all. This may be sufficient for a student to be able to load food onto their spoon or fork.
North Coast SureFit Clear Food Guard
Palmar cuffs/utensil holders
Cuffs are available that wrap around the palm and have an insert to place a fork or spoon. These are suitable for students who may have weak or no grasp.
North Coast Goodie Strap
Other feeding equipment
The Neater Eater This is a baseboard with a mounted arm designed for those with limited or uncontrolled movements, weakness, or no grasp. The persons own movements are used to move the spoon from plate to mouth and to turn the plate.
The Neater Eater
http://www.youtube.com/watch?v=RVjU3jfKHAc
North Coast Winsford Self Feeder
A battery powered feeding device. A wand switch for head activation, or a plate switch for foot, arm or other body part activation is used to operate the spoon and rotate the plate.
North Coast Winsford Self Feeder
http://www.youtube.com/watch?v=KZRFj1UZl-c&feature=player_embedded
Cooking, Eating and Drinking Resource Guide - December 2010 Page16
Task to Perform Equipment that may help
How equipment can help
Pictures
Drinking
Cups and Mugs
Cups with lids Many cups are available with lids to prevent spilling the drink. Students with ataxia may find this helpful. There are lids with a spout, hole for a straw or openings around the entire perimeter to allow drinking from any side.
Identites Ergo Mug
Double handled mugs
Two handles can help to stabilise the mug. Handles vary in size and shape and some also have grooves or notches for extra control.
Etac Tasty Beaker
Double Handled Insulated Mug
Nose Cut Out Cups If a student has difficulty with tipping the head back to drink, a cup with a cut out space for the nose could help. These allow drinking from the cup without the nose getting in the way.
North Coast Flexi Cut Cup
Spill Proof Cups There are many spill proof cups that consist of a valve under the lid. The valve allows liquid to flow out only when sucked out.
Cups with grooves or ergonomic styles
Some cups have been designed to allow the hand to fit into it. This enables the cup to be lifted without the need for gripping it. Students with decreased strength or joint problems may find this useful.
Other cups have grooves around them to provide an easier grip.
Melaware Manoy Beaker
North Coast Sure Grip Mug
Page17 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform Equipment that may help
How equipment can help
Pictures
Drinking
Cups and Mugs Mugs with a wide base
Students with ataxia or tremors may find a mug with an extra large base (or weighted) is easier to control.
Thermos Insulated Travel Mug
North Coast Two Handled Mug
Drinking Straws One Way Straws These straws have a non return valve that allows liquid to be sucked up, however when the student removes their mouth from the straw, the liquid remains at the same level. This can be useful for people who cannot draw fluid easily.
North Coast One Way Straw
Backpack Style Drinking Systems
These systems are secured in a backpack style vessel with a drinking tube that is clipped into place near the mouth. Biting and sucking the mouthpiece controls the liquid flow. This may be useful to students who don’t have the ability to hold any of the above cups.
North Coast Camelbak Drinking System
Cooking, Eating and Drinking Resource Guide - December 2010 Page18
Task to Perform Equipment that may help
How equipment can help
Pictures
Opening Cans, Jars and Containers
Can Openers
Locking Can Openers
These can openers are locked into place when the two handles are squeezed together. This allows one handed operation if the can is stabilised (for example in a clamp). It can also be useful for students who have a weak grip and are unable to maintain the grip required for standard can openers that do not lock.
Zyliss Lock and Lift Can Opener
Large Turning Knobs
Many can openers are available with a large turning knob or handle to assist people with limited fine motor ability. This could include spasticity, joint conditions and even sensory impairments. Many are designed so that less effort is required to squeeze the handles together into position. This could help students with weak muscles in the hands and arms.
Tupperware Can Opener
Oxo Goodgrips Hand Held Can Opener
Electric/Battery Operated
These can assist students who may not have the ability to use any of the above types of can openers. There are electric hand held openers which open the can with minimal fine motor control, however they can be heavy to hold. There are also battery operated ‘no touch’ openers that also require little effort, however they require changing of batteries.
Kambrook Essentials Electric Can Opener
One Touch Electric Can Opener
Page19 Cooking, Eating and Drinking Resource Guide - December 2010
Can Openers
Kenwood Can Opener Electric
Left Handed Openers
For students who are left handed.
Left Handed Can Opener
Openers that leave a smooth, safe edge
If safety is a concern due to a student’s disability, eg ataxia, intellectual, etc there are can openers that leave a smooth, safe edge on the tin.
Tupperware Can Opener – see above.
Zyliss Safe Edge Can Opener
One Handed Openers
These may benefit a student with functional use of only one arm (right or left). These can openers do not have a turning knob; rather they operate via squeezing the handles together to turn the cutting wheel.
Chef’n Squeeze One Handed Can Opener
Openers for Ring Pull Cans
These can be used with either right or left hand and are useful for students with fine motor difficulties. They consist of a curved tapered end that slides under the ring pull and a lever that peels the lid open when pressure is applied.
Culinare Magipull Ring Pull Opener
Ring Pull Can Opener
Cooking, Eating and Drinking Resource Guide - December 2010 Page20
Task to Perform Equipment that may help
How equipment can help
Pictures
Jar Openers
Breaking the Seal of a New Jar
This is an item that levers the lid up just enough to release the air seal, making it a little easier to then remove the lid. Students with muscle weakness of the hand may find this useful.
Jar Key Pop Opener
Aids to provide extra grip to a lid
Many jar openers consist of an adjustable lid gripper and a handle that acts as a lever to turn the lid. This may benefit students with muscle weakness, but also ataxia, joint conditions etc.
Dycem Grip-it
Silicon Trivet/Grip Mat
Aids that provide a grip and a lever, or built up grip
Many jar openers consist of something to grip the lid that is adjustable, and a handle that acts as a lever to turn the lid. This may benefit student’s with muscle weakness, joint conditions etc.
Cuisena Jar Opener
Homecraft Undo It Jar/Bottle Opener
Zyliss Strongboy 2 Jar/Bottle Opener
Stabilisers for opening jars and cans
These are a range of aids that can help to stabilise a jar or can by way of clamping it. The Belliclamp requires force to maintain a grip on the item (eg. by leaning on the handle with the belly, or hip). The Fix Preparation Board has a clamp that can be operated with one hand.
Homecraft Belliclamp Jar and Bottle Holder
Etac Fix Preparation Board
Page21 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform Equipment that may help
How equipment can help
Pictures
Slicing and Cutting Food
Shears There are many different kitchen shears and scissors available with a spring to assist in opening them. This may benefit students with a muscle imbalance of the hand, or where a knife is not suitable.
Stirex Kitchen Shears
Dreamfarm Scizza Kitchen Scissors
Knives with an alternative handle grip
These are knives with a handle that allows a neutral wrist position. This means that less strain is placed through this joint. It also allows for a sawing movement using larger muscles of the shoulder. Students who have limited range of movement of the hand (supination/pronation) may find these handles easier to grasp.
Stirex Knives
Homecraft Reflex Knives
Knives that are secured to a board
Boards are available with a knife attached at the tip to allow a more controlled slicing action. This could be useful for students with ataxia, or with the use of one arm only.
Mrs Savage Read At Ease Chopping Board with Knife
Guards to protect the fingers
A guard might be useful for a student who may be unsafe with a knife as a result of ataxia or cognitive factors such as poor safety awareness.
Evriholder Safe Slice Knife Guard
Knives with a serrated blade and built up handles
Some knives have a serrated blade that could make some cutting tasks easier. The built up handle could be useful for students with spasticity or weak grips.
Oxo Goodgrips Utility Knife
Cooking, Eating and Drinking Resource Guide - December 2010 Page22
Task to Perform Equipment that may help
How equipment can help
Pictures
Knives with two handles
These knives may provide more control for students with weakness as both hands can do the work. It may also improve safety as both hands are away from the blade.
Mincing Knife
Slicers/Mandolins These are devices with a very sharp fixed blade. These may be useful for student’s who can’t operate a standard knife. As they can be very dangerous, a guard should always used with these, and with adult supervision only.
Tupperware Bake to Basics Slicer System
Guides to aid cutting and other devices to assist chopping
Guides aid with slicing in one direction. These may help if a student has limited control and are unable to slice evenly. There are different styles of choppers available. Some require pushing a plunger style shaft downwards whilst some require pressing two surfaces together. These can reduce the amount of dexterity and time to prepare food.
Etac Cut Cutting Aid
Oxo Good Grips Chopper
The Alligator Chopper
Page23 Cooking, Eating and Drinking Resource Guide - December 2010
Task to Perform Equipment that may help
How equipment can help
Pictures
Peeling, Grating and other preparation tasks
There are many types of peelers available including ones with built up grips, Y shaped peelers that may allow an easier movement to peel, and ones that are fitted into the palm requiring little grip.
Chef’n Palm Peeler
There are many vertical or horizontal graters that have built up grip handles and/or containers to catch the food. Drum/rotary graters require a handle to be turned to grate cheese.
Culinare Super Safe Peeler
Oxo Good Grips Swivel Peeler
Veggie Twister
Zyliss Rotary Cheese Grater
Cooking, Eating and Drinking Resource Guide - December 2010 Page24
Task to Perform Equipment that may help
How equipment can help
Pictures
Equipment to help stabilise food and items
Spiked Cutting Boards
These are boards with spikes that are used to stabilise food for cutting or peeling. Students who may only have functional use of one arm may find this useful.
Some boards come with a right angle profile that can help with spreading a slice of bread.
Mrs Savage Read at Ease Spiked Cutting Board
Boards with a clamp
The clamp on these boards can be used for multiple purposes such as stabilising bread for slicing, stabilising a jar or can for opening one handed, or a mixing bowl.
Etac Fix Preparation Board
Non Slip Matting/Surfaces
These mats are slip resistant and come in a range of sizes and shapes. Placing a mat under a board, plate or jar can provide extra control over the task. This could be useful for students with tremor, ataxia, or who have the use of one hand only.
Dycem Slip Resistant Mats
The Sticky Bowl (second picture) can be fitted to most bowls to allow for one handed stirring, eating etc.
Earthentic Sticky Bowl
There are many bowls and plates that come with a non-slip base. These provide extra stability for the person using them.
Cooking, Eating and Drinking Resource Guide - December 2010 Page25
Task to Perform Equipment that may help
How equipment can help
Pictures
Pouring a Drink
Tippers These tippers are designed for kettles, however a water jug may also be used allowing a student with tremor or muscle weakness to independently pour liquid into a cup.
Homecraft Cordless Kettle Tipper
Liquid Level Indicators
These can help students with a vision impairment to safely pour a drink to the correct level.
Association for the Blind Vibrating Two Level Liquid Indicator
Various Items to Help With Cooking and Baking
Weighing Food Talking kitchen scales may assist students with a vision impairment.
Vox3000 Talking Kitchen Scale
Using the Oven There are items that can be used to make using the oven and working with heat safer. E.g.: long silicon gloves can withstand high temperatures, silicon oven rack guards protect the hands when reaching into the oven, and a push pull stick increases safety when handling oven racks.
Oven Push Pull
Mastrad Orka Silicone Oven Mitt
Silicone Oven Guards
Cooking, Eating and Drinking Resource Guide - December 2010 Page26
Task to Perform Equipment that may help
How equipment can help
Pictures
Stirring and mixing cakes, batter, salads etc
Using a mixing bowl with a non slip base can make this task easier. The Mastrad bowl (pictured) is useful as it features a base that allows the contents to be viewed easily by a student using a wheelchair. The base can also act as a lid.
Mastrad Mixing Bowl and Lid
The Etac Fix Preparation Board can also be used to stabilise a bowl for one handed mixing (See page 31).
Built up grips for utensils
These can be useful for students who have fine motor difficulties.
Oxo Goodgrips Square Turner and Spoon
Oxo Goodgrips Whisk
Cooking/Steaming Vegetables
Lifting a pot full of hot water can be very difficult and dangerous. Options such as the Vebo steamer or using a lightweight microwave container can be a better option.
Dreamfarm Vebo Vegetable Steamer
Timer A simple timer can help to ensure food is not forgotten in the oven or on the stove. There are many digital timers available that feature easy to use buttons with large displays.
Cooking, Eating and Drinking Resource Guide - December 2010 Page27
Task to Perform Equipment that may help
How equipment can help
Pictures
Straining vegetables/pasta from pot
This may be a difficult task due to the weight of the pot and the boiling water. Other methods, such as using a steamer/strainer, may be preferable. If the student has sufficient strength and control they may be able to use a pot with a locking lid/strainer. These pots allow both hands to hold and control the pot without the need to hold a strainer at the same time.
Inducta Pastasi Saucepan and Lid
Thermomix This is an electrical appliance that consists of steel blades and a stainless steel bowl. It can chop, beat, mix, whip, grind, knead, mince, grate, juice, blend, heat, cook, stir, steam and weigh food. It can be useful for students with a wide range of disability, from low vision, reduced fine motor control, and general fatigue.
Vorwerk Thermomix TM31
Cooking, Eating and Drinking Resource Guide - December 2010 Page28
Knives
Nelson Knife (Queens Handle)
Etac Combi Knife (right and left)
Caring Knife
Amefa universal Knife
Good Grips Rocker Knife (weighted)
Good Grips Rocker Knife (unweighted)
Supergrip Rocker Knife
Supergrip Knife
Etac Light Cutlery Thick Handle – serrated knife
Etac Relieve Adjustable Knife
Junior Caring Knife
Comfort Grip Knife
Melaware Rocker Knife
Northcoast Rocking T knife
Good Grips Spreader Knife
Spoons
Etac Feed Spoon with strap (left and right)
Etac Angled Spoons (left and right)
Caring Spoon Straight
Amefa Left Hand Spoon
Amefa Right hand Spoon
Good Grips Tablespoon
Plastic Handle Swivel Teaspoon
Junior Caring Spoon
Etac Feeding Spoon
Caring angled spoon
Comfort Grip Teaspoon
Comfort Grip Tablespoon
North Coast Extended Spoon
Good Grips Youth spoon
Good Grips souper spoon
Plastic Handle Swivel Soup Spoon
Forks
Supergrip Bendable Fork
Supergrip Fork
Etac Fork with thin handle
Etac Fork with Thick Handle
Etac Feeding Fork
Amefa Left hand Fork
Amefa Right Hand Fork
Comfort Grip Fork
Junior Caring Fork
Caring Fork
Good Grips Fork
Right Angle Utensil Pocket
Can Openers
Chef’n Squeeze One Handed Can
Cuisipro Roll Edge Can Opener
Zyliss Lock and Lift Can opener
Zyliss Safe Edge Can Opener
Jar Openers
Jarkey Jar Opener
Zyliss Strongboy2 Jar Opener
Appendix ACooking,eatinganddrinkingequipmentkitavailableattheindependentlivingcentrewaforhire
Cooking, Eating and Drinking Resource Guide - December 2010 Page29
Slicing, Peeling, Grating and Cutting Food
Dreamfarm Scizzas
Etac Cutting Aid
Etac Relieve Cheese slicer
Mrs Savage Chopping Board with Knife
Stirex Kitchen Shears
Reflex Angled Small Knife 5” prep knife
Stirex Knife (chef’s knife) 8”
The Alligator
The Mini Alligator
Good Grips peeler – swivel
Vegetable peeler (metal)
Zyliss Cheese Slice Dialer
Dalson Comfort Grip peeler
Zyliss “all cheese” grater
Veggie Twister
Evriholder Safe Slice Knife Guard
Davis &Waddell Mezzuluna and Board
Stabilising Equipment
Homecraft Plastic SpreadBoard
Sticky Bowl
Etac Fix Preparation Board
Dycem Rectangle Mat Small
Dycem Rect Mat 320x250mm
Kettle Tipper
Spiked Cutting Board
Plates, Bowls and Plate Guards
Bristile China lip plate
Ergo Plate
Ableware Scooper Bowl
Gripware High Sided Dish/Cutout
Munchee Mug
Cuisipro Bowl Grip
Etac Tasty Plate with Raised Edge
Gripware High Sided Dish Regular
SureFit Clear Food Guard
Orthoses and adapted grips
Plastazote Tubing 6x19mm
Plastazote Tubing 9x32mm
North Coast Goodie Strap
Plastazote Tubing
Kitchen Utensils and Containers
Vebo strainer
Inducta 20cm Pastasi Locking Lid Pot
Oxo Goodgrips Whisk
Talking Kitchen Scales
Microwave Rice Cooker
Kitchen Craft non stick saucepan (for microwaves)
Oxo Goodgrips Square Nylon Turner
Two level Liquid Indicator
Oven Push Pull
Mastrad Mixing Bowl
Small Household Appliances/Miscellaneous
Vorwerk Thermomix TM31
Davis &Waddell Perfect Poach
Kitchen Craft digital display timer
Simmer Mat
Cooking, Eating and Drinking Resource Guide - December 2010 Page30
Protective Equipment
Orka Silicon Oven Mitt
Silicon Oven Guard Set of 2
Cups and Mugs
Feeding Cup – adjustable spout
Homecraft Two Handled Mug
North Coast One Way Straw
Etac Tasty Beaker Complete (with lid)
Mug Double Handled Insulated (with lid)
Ergo Cup
Plastic Cup with snorkel lid
Spill Proof Kennedy Cup
Sure Grip Mug
FlexiCut Cups
Provale Cup
Please contact the Independent Living Centre WA on 1300 885 886 for further information on the above equipment or for supplier details.
Cooking, Eating and Drinking Resource Guide - December 2010 Page31
Appendix B
GlossaryAmputee A person who was born with the absence, or required surgical removal of all or part of a limb.
Aspiration Where food or liquid passes into the wind-pipe and lungs.
Ataxia Inability to balance, that may affect walking, talking, hand use and speech.
Athetoid Abnormal, involuntary (uncontrolled) movements, with increased muscle tone (tension) involving limbs, face and trunk and slower, writhing movements.
Cerebral Palsy A general term for a group of disabling conditions caused by damage to the brain in early life during the period of brain development. The brain damage affects muscle control, which in turn affects posture and movement, causing problems such as weakness, spasticity or difficulties with balance and coordination.
Contracture (Hand) Shortness of tendon, muscle or skin resulting in limited movement of a joint.
Deformity Abnormal position of any part of the body due to shortening of the muscles and tendons. Deformities may be fixed or may change to different positions.
Dysphagia A weakness and/or lack of co-ordination of muscles that causes difficulty with chewing and swallowing food and fluids.
Dyspraxia Difficulty in smoothly co-ordinating muscles, for example, verbal dyspraxia involves poor co-ordination of the muscles that produce speech.
Dystonic (movement) Abnormal, involuntary movements, with increased /Tremor muscle tone involving limbs, face and trunk.
Fatigue Tiredness during prolonged physical or mental activity.
Fine motor skills The ability to use hands and fingers, for example, reaching for, picking up, holding and exploring objects with the hands, using a pencil or other writing tools, using scissors, managing zips, buttons and shoelaces.
Gross grasp Large grasp using whole hand.
Hearing impairment Where a person’s ability to hear is damaged or absent.
Hemiplegia Paralysis affecting one side of the body.
Hypertonic Increased muscle tone.
Hypotonic Lower than normal muscle tone, involving excessive ease or range of movement around joints.
Cooking, Eating and Drinking Resource Guide - December 2010 Page32
QuickReferenceGuideandGlossarycont.
Intellectual disability An intellectual level significantly below average (assessed IQ less than 70), occurring before the age of 18 years. This must be combined with related limitations in two or more of the following areas: communication, self-care, home living, social skills, community awareness, self-direction, health and safety, functional academics, leisure & work.
Involuntary release Letting go of an object when not wanting to.
Muscular Dystrophy A genetically based condition that results in gradually increasing muscle weakness.
One Handed Functional use of one arm and hand only.
Paralysis Loss of power or voluntary movement in a muscle through injury or disease of its nerve supply.
Positioning Changing the posture of a person to improve their function and health and to prevent deformities.
Pronation Turning of the forearm and hand so that the palm faces down.
Range of Movement The extent to which a joint can be moved through the arc of a circle. Range of movement is determined by a number of factors, including the shape of the joint’s bony surfaces, the length of its ligaments, and the elasticity of its connective tissue. Muscle contractions and gravity are the main forces which can both cause and resist joint movements.
Spasticity The increased stiffness or ‘muscle tone’ experienced by children with cerebral palsy. Muscle spasm can often be felt when such a child’s limbs are moved. The limbs are hard to bend or straighten because of the spasticity of the muscles. The doctor usually finds increased tendon jerks in a child with spasticity.
Supination Turning of the forearm and hand so that the palm faces up.
Tremor A tremor is an involuntary, somewhat rhythmic, muscle contraction and relaxation involving to-and-fro movements (oscillations or twitching) of one or more body parts. It is the most common of all involuntary movements and can affect the hands, arms, eyes, face, head, vocal cords, trunk, and legs.
Vision Impairment any diagnosed condition of the eye or visual system that impacts on access to learning.
Cooking, Eating and Drinking Resource Guide - December 2010 Page34
VegemiteSandwich
Ingredients
2 slices of bread (wholemeal preferably)
Butter
Vegemite
Steps Equipment that might help1. Put bread on a plate or board.
2. Open butter lid.
3. Spread some butter on knife. If unable to grip regular knife – try Supergrip Rocker Knife, Amefa Universal Knife, Good Grips Spreader Knife.
4. Spread on bread. If unable to stabilise bread – try Mrs Savage Read at Ease Spiked Cutting Board, Homecraft Plastic SpreadBoard
5. Open Vegemite Jar If unable to open lid – try Dycem Grip-it, Cuisena Jar Opener, Zyliss Strongboy2.
6. Spread some vegemite on knife. As above.
7. Spread on bread. As above.
8. Put bread together.
9. Use knife to cut into small pieces. Use knives above, or if unable – try Mrs Savage Chopping Board with Knife, Dreamfarm Scizzas, Davis &Waddell Mezzuluna
10. Place on plate and enjoy!
Cooking, Eating and Drinking Resource Guide - December 2010 Page35
BlueberryMuffins
Ingredients
2 cups self-raising flour
1/2 cup caster sugar
2 eggs
1/3 cup vegetable oil
1 cup sour cream
1 cup fresh or frozen blueberries
Steps Equipment that might help1. Preheat oven to 180 degrees celcius
2. Measure out ingredients and place all into bowl, except for blueberries (if a vision impairment, convert cups into grams and use talking scales)
If unable to stabilise bowl, or see into bowl – try the Mastrad Mixing Bowl, sticky bowl, or Etac Fix Preparation Board.
If unable to lift the measuring jug, try a jug placed into the Kettle Tipper. This may have to be placed onto a higher platform for clearance of the mixing bowl.
3. Mix the ingredients until just combined. If unable to hold a wooden spoon – try a stirrer or whisk such as the Good Grips brand.
4. Pour in the blueberries and combine. As above.
5. Spoon mixture into muffin cases. If unable to grasp a regular spoon – try the Good Grips Souper spoon, or try a jug with a spout.
6. Place into oven and bake for 25mins. If muffin tin is too heavy – try a silicon tray.
If safety is a concern – try the silicon oven guards, silicon oven mitts.
7. Remove from oven, take out muffins and place onto wire rack. Enjoy!
Cooking, Eating and Drinking Resource Guide - December 2010 Page36
NachosIngredients
400g tin whole tomatoes, strained
1 cup corn kernels (tin or fresh)
400g tin kidney beans, strained
∏ teaspoon cumin, ground
1 teaspoon paprika, ground
1 teaspoon onion flakes
1-2 rashes bacon, rind removed and diced
1-2 cups mozzarella
1 bag corn chips
Steps Equipment that might help1. Place corn chips onto an oven safe plate/dish and preheat oven to 200’C.
2. Slice bacon and fry in frypan. If unable – try the various knives listed on page 21, The Alligator, or have an assistant do this task. If unable to lift the saucepan, try cooking the bacon in the Microwave Saucepan.
If unable to hold a regular spatula – try the Oxo Goodgrips Square Nylon Turner.
3. Open tins of corn, tomatoes and beans. If unable – try the Chef’n Squeeze One Handed Can Opener, Cuisipro Roll Edge Can Opener, Zyliss Lock and Lift Can opener, Zyliss Safe Edge Can Opener.
If the can has a ring pull – try a ring pull opener.
4. Strain the tins, and place into a large bowl.
5. Crush a little with clean hands, or a potato masher. Add spices.
6. With a large slotted spoon, spoon mixture onto the corn chips.
7. Grate cheese If unable to use a regular grater – try Zyliss “all cheese” grater, or slice using the Etac Relieve Cheese slicer, Zyliss Cheese Slice Dialer.
8. Place cheese over sauce and place into oven and bake for 15-20mins until cheese has melted.
If safety is a concern – try the silicon oven guards, silicon oven mitts.
Cooking, Eating and Drinking Resource Guide - December 2010 Page37
SalsaSalad
Ingredients
Red and Yellow Capsicum
Avocado
Carrot
Cucumber
Radish
Steps Equipment that might help1. Cut capsicums into four flat sides Try knives listed. If need to stabilise, try
the Etac Fix Preparation Board. If safety is a concern whilst slicing – try using the Evriholder Safe Slice Knife Guard.
2. Place capsicum sides, one at a time into The Alligator (large) and push down. *keeping fingers and hands flat*.
3. Repeat for the remaining capsicum.
4. Slice avocado into slices, and then place into The Alligator to achieve cubes of the same size as the capsicum.
5. Cut the carrot, cucumber and radish into a size that will fit into the Veggie Twister. Using a twisting action, operate the twister so that long spirals of vegetables are produced.
If unable, an assistant could help, or use other slicing, peeling, cutting aids that might be easier. Eg. Mrs Savages Chopping Board with Knife, Mezzuluna etc.
6. Mix all of the spirals together, and if desired add to the cubed veggies for an interesting and fun salad!
Cooking, Eating and Drinking Resource Guide - December 2010 Page38
Appendix D
Useful Resources
www.yourspecialchef.com – features step by step recipes with pictures.
http://www.fruitnvegweek.health.wa.gov.au/about/index.asp - healthy, simple recipes
http://www.kidspot.com.au – healthy simple recipes.
http://itunes.apple.com/us/app/id374473999?mt=8 – The Photo Cookbook – Quick and Easy
There are many apps that can be downloaded onto an iPad, iPhone or iTouch that have children’s recipes and step by step instructions.
http://www.novitatech.org.au/ - contains lots of information about eating and drinking.
Easy Cook Book Series – A range of large print easy to follow cookbooks.
Nintendo Cooking Guide: Can’t Decide What to Eat for Nintendo DS