CNC Technology Brings Out Hidden Talents in Physically Disabled Children |
By
In my career teaching
production technology to middle school special education students, I have
had the opportunity to teach many students that clearly had talent in graphics and design that was
never realized because of their physical disabilities. I have seen, for example,
students with an enormous amount of creativity get frustrated and withdraw
because they weren’t able to build what their mind could conceive with
conventional power tools. In the last several years, however, this situation has taken a major turn for the better as our
school has equipped itself with computerized numerical control (CNC) equipment
that makes it possible for students to define their ideas on the computer using
special interface equipment and then watch their designs being built before
their eyes. The fact that they can utilize the capabilities of the
machine to build beautiful and functional objects without help from another
person boosts their enthusiasm and enhances their self-esteem. While I have seen
major improvements in a number of physically disabled students since our school
purchased an inexpensive but very accurate CNC mill, the most dramatic is a
student with cerebral palsy that built a CO2 powered car for the Dragster Design
Challenge and is now doing very well in the graphics program at
The
special education classes at
Bringing
technology into the classroom
About three years ago, far-sighted local school
officials made the decision to purchase and bring CNC machinery into the
classroom. For those who aren’t familiar with
this technology, CNC machines automate the work of conventional power tools by
using computer-generated commands to move the cutting surface with far more
precision than could be achieved by even the most experienced craftsman. They
selected Techno’s DaVinci, which is a unique tabletop machine, suitable for a
wide range of applications from model making, woodworking, plastic fabrication,
signage, etc. This machine is slightly different from the more common
gantry style machine because it moves the work-piece as well as the cutting
spindle. This machine is constructed out of state-of-the-art extruded aluminum
profiles. Because of this design, similar to what is used in the aircraft
industry, the machine is light, portable yet rigid. In addition, the machine has
hardened steel linear ways and ballscrews, which means that it provides a high
level of performance, speed capacity, and machine longevity at a surprisingly
low price. The Servo DaVinci machine comes standard with 3-axis servo control,
which can easily be upgraded to 4-axis to accommodate a rotary table option. In
addition, Techno machines can be equipped with "T" slotted vacuum
tables for easy fixturing of sheet stock like materials.
Along
with the DaVinci machine, we got the IMS CO2 system, which allows students to
quickly, easily, and inexpensively design and produce finely machined CO2 metric
500 racing cars that meet the specifications for Technology Student Association
(TSA) competition. The kit includes specially fitted hardware, interface software,
instructional videos and fabrication templates that simplify the design and
manufacture of CO2 cars on the Techno DaVinci. The kit makes it possible for any
student to produce better cars in much less time, with none of the frustrating
and tedious hand carving. But for our physically disabled students the
difference is like night and day. Instead of having to rely on others to produce
their designs, they can compete on an equal basis with any other student by
using the CNC machine to substitute for the fine motor control that many of them
lack.
How one student
benefited
I
was able to put the new machine to the test almost as soon as it was set up. Two
years ago, I had a student with cerebral palsy whose involuntary spastic motions
made it unsafe for him to use conventional power tools. But it was clear from
the very beginning that he had a very sharp mind and a graphical inclination.
When he came into class he was even unable to use a conventional computer mouse
so I got him a tracking ball that was much easier for him to manipulate. Almost
immediately he demonstrated his ability to create interesting designs on the
computer. He took a strong interest in the CO2 racer project and created the
model of a car with computer aided design software that had the other kids
oohing and aahing. In the past, his enthusiasm probably would have been lessened
by me assisting him with hand over hand tooling of the project. But the DaVinci
machine gave him a chance to follow the creative process to its logical
conclusion. He used the software provided with the DaVinci to cut his
design out of a block of wood. The pride on his face when it was finished was
truly something to behold. This was perhaps one of the first times in his life
when he was able to build something by himself and his self-confidence visibly
increased after the project was completed.
As
the other students in the class begin treating him like an equal and paid much
less attention to his physical disabilities, he began to shine. He took a much
more active role, such as participating as an integral member of the team that
won the Environmental Challenge contest sponsored by the Florida Technology
Student Association. The project was a drip irrigation system to conserve water
in the butterfly garden and the student I am referring to, designed the display
and folder that accompanied the project, as well as doing much of the research.
After winning the state contest, the students traveled to the nationals and
placed ninth out of the nearly 50 teams entered. I still maintain contact with
this student and he is now enrolled at
How the entire
class benefits
It’s important to note that the
value of CNC technology extends far beyond physically disabled students. For
example, all of my students participated in a project earlier this year to build
nameplates for a meeting of principals from throughout the school district that
was held at my school. The students designed and built a nameplate for each of
the visiting principals and also designed and built a plaque for their own use.
For example, one of the students scanned his favorite cartoon character,
converted the resulting raster file to a vector file, then pasted it into his
plaque design and used the DaVinci to engrave it in a block of wood to design a
jewelry box lid. As my colleague Ron