Cooking, Eating and Drinking Resource Guide · 2013-08-27 · Cooking, Eating and Drinking Resource Guide - December 2010 Page 9 Positioning Good posture while eating and drinking

Cooking, Eating and Drinking Resource Guide - December 2010 Page1

Non-GovernmentCentreSupportforNon-SchoolOrganisations

IndependentLivingCentreWA

Cooking, Eating and DrinkingResourceGuide

Page2 Cooking, Eating and Drinking Resource Guide - December 2010

December 2010


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


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


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.



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.


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.


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).


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.


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


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.


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



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



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


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




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




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




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


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




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




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




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




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




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.


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.




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




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.




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


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 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


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


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


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.


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.


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.


Appendix C

Recipe Examples


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!


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!


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.


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!


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



Documents

Cooking, Eating and Drinking Resource Guide · 2013-08-27 · Cooking, Eating and Drinking Resource Guide - December 2010 Page 9 Positioning Good posture while eating and drinking