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IMAGINE DOING MORE WITH LESS FOR LOWEST FUNCTIONING CVI STUDENTS

APRIL 23, 2010 CTEBVI, Workshop #111

LOS ANGELES, CA

PRESENTED BY

CONNIE UNSICKER

TVI, Santa Cruz, CA



cviBrains@

Imagine Doing More with Less for Lowest Functioning CVI Students

Presenter:  Connie Unsicker

CTEBVI Friday 8:00 A.M., April 23, 2010

Workshop #111 Description

Budget cuts have deeply impacted Teachers of the Visually Impaired, necessitating less direct instruction time for CVI students while still meeting IEP goals. Inexpensive ways to create lesson plans, working with what you already have, and reusing material originally created for academic VI students will be described. Why multi-media lessons work with CVI students will be discussed. Data collection to measure obtainment of IEP goals will be shared.

Workshop #111 Goals

1. Participants will explore ways to design lesson plans which incorporate data collection for IEP goals while holding interest of low functioning CVI students.

2. Participants will learn theory behind lesson plan designs.

Introduction

This workshop discusses two published sources for assessing CVI student assessment theory and data collection, three sources for IEP writing, and four sources for lesson planning.

Dr. Roman-Lansky’s CVI Range is the most comprehensive material for assessing CVI students as well as writing of goals and objectives. The APH Sensory Learning Kit can be used for both assessment and lesson plans. Dr. Lilli Nielsen’s Active Learning has many lesson planning ideas.

In addition, five additional data collection forms have been included for this workshop, some in narrative style for weekly parental updates.

To help with lesson planning, there are three kits to encourage using items already in the environment. A children’s book (Our Apple Tree) is enhanced with multi-sensory items of CVI interest. An age appropriate classroom science lesson (Exploring Some Periodic Table Elements) is also adapted for CVI students. An original kit (Corn) shows the objects CVI-ready inside our homes and out.

ROMAN CVI RANGES

The Roman CVI Range contains the best forms for assessing an individual’s specific CVI vision and, later, measuring gains in ability. In Cortical Visual Impairment: An Approach to Assessment and Intervention, Dr. Christine Roman-Lansky, begins with children who only stare at lights and describes ten levels of functional vision, in three different general phases, using ten different characteristics or visual qualities.

The following list is adapted from the forms "The CVI Range:

Across-CVI Characteristics Assessment Method" found on pages 188-192 of

Cortical Visual Impairment: An Approach to Assessment and Intervention. Please notice the resolution of various characteristics as the Range moves from 1-2 to Range 9-10. For example, follow the descriptions of color use in each range.

The CVI Range: Across-CVI Characteristics Assessment Method

CVI Range 1-2:

Student functions with minimal visual response

May localize, but no appropriate fixation on objects or faces

Consistently attentive to lights or perhaps ceiling fans

CVI Range 1-2: (cont’d)

Prolonged periods of latency in visual tasks

Responds only in strictly controlled environments

Objects viewed are a single color

Objects viewed have movement and/or shiny or reflective properties

Visually attends in near space only

No blink in response to touch or visual threat

No regard of the human face

By permission of the publisher, from Cortical Visual Impairment: An Approach to Assessment and Intervention, by Christine Roman-Lantzy, copyright (c) 2007, AFB Press, American Foundation for the Blind. All rights reserved.

Dr. Roman’s Range 1-2 definitions and the BBF CVI Fact Sheet correlate. The APH Light Box Level I and Active Learning activities are excellent for the Range 1-2 child.

The CVI Range: Across-CVI Characteristics Assessment Method

CVI Range 3-4:

Student functions with more consistent visual response

Visually fixates when the environment is controlled

Less attracted to lights; can be redirected

Latency slightly decreases after periods of consistent viewing

May look at novel objects if they share characteristics of familiar objects

Blinks in response to touch and/or visual threat, but the responses may be latent and/or inconsistent

Has a “favorite” color

Shows strong visual field preferences

May notice moving objects at 2 to 3 feet

Look and touch completed as separate events

By permission of the publisher, from Cortical Visual Impairment: An Approach to Assessment and Intervention, by Christine Roman-Lantzy, copyright (c) 2007, AFB Press, American Foundation for the Blind. All rights reserved.

A student in Range 3-4 still has the characteristics described by BBF. The APH Light Box Level I and Active Learning are still appropriate.

The CVI Range: Across-CVI Characteristics Assessment Method

CVI Range 5-6:

Student uses vision for functional tasks

Objects viewed may have two to three colors

Light is no longer a distracter

Latency present only when the student is tired, stressed, or overstimulated

Movement continues to be an important factor for visual attention

Student tolerates low levels of background noise

Blink response to touch is consistently present

Blink response to visual threat is intermittently present

Visual attention now extents beyond near space, up to 4 to 6 feet

May regard familiar faces when voice does not compete

By permission of the publisher, from Cortical Visual Impairment: An Approach to Assessment and Intervention, by Christine Roman-Lantzy, copyright (c) 2007, AFB Press, American Foundation for the Blind. All rights reserved.

In Range 5-6, some BBF characteristics still apply, i.e. movement. APH Light Box Level II can be introduced at Range 5-6. My students now use Active Learning equipment in a different way.

At Range 5-6, students can participate in regular classroom lessons if visuals are adapted for acuity & lessons paced for latency. Corrective lenses become important to improve vision & provide a frame to help focus attention.

The CVI Range: Across-CVI Characteristics Assessment Method

CVI Range 7-8:

Student demonstrates visual curiosity

Selection of toys or objects is less restricted, requires one to two sessions of "warm up"

Competing auditory stimuli tolerated during periods of viewing; student may now maintain visual attention on objects that produce music

Blink response to visual threat consistently present

Latency rarely present

Visual attention extends to 10 feet with targets that produce movement

Movement not required for attention at near distance

CVI Range 7-8: (cont’d)

Smiles at/regards familiar and new faces

May enjoy regarding self in mirror

Most high-contrast colors and/or familiar patterns regarded

Simple books, picture cards, or symbols regarded

By permission of the publisher, from Cortical Visual Impairment: An Approach to Assessment and Intervention, by Christine Roman-Lantzy, copyright (c) 2007, AFB Press, American Foundation for the Blind. All rights reserved.

In Roman Range 7-8 the BBF list no longer applies! In my experience latency is reduced but still exists in CP students.

The CVI Range: Across-CVI Characteristics Assessment Method

CVI Range 9-10:

Student spontaneously uses vision for most functional activities

Selection of toys or objects not restricted

Only the most complex environments affect visual response

Latency resolved

No color or pattern preferences

Visual attention extends beyond 20 feet

Views books or other two-dimensional materials, simple images

Uses vision to imitate actions

Demonstrates memory of visual events

Displays typical visual-social responses

Visual fields unrestricted

Look and reach completed as a single action

Attends to two-dimensional images against complex backgrounds

By permission of the publisher, from Cortical Visual Impairment: An Approach to Assessment and Intervention, by Christine Roman-Lantzy, copyright (c) 2007, AFB Press, American Foundation for the Blind. All rights reserved.

In Range 9-10, visual functions are resolved! Dr. Roman has extended Range 9-10 so there are many more detailed steps than in Ranges 1-8. She devotes an entire chapter to Range 9-10, taking into account the findings of Dr. Dutton.

APH SENSORY LEARNING KIT (SLK) by MILLIE SMITH

The Sensory Learning Kit (SLK) is to use with profoundly delayed CVI students, providing equipment and instruction for completing sequenced routines. It contains various electronic and other objects along with a thorough two volume manual of instruction, forms, practicum, and the theory behind them.

SLK Routines Book, Using the Sensory Learning Kit has information on introduction of switches, sensory systems, alert levels, goals, lesson plans, a list of simplest responses, as well as Routine cautions and samples of sequences. It then continues with 100 pages of Routines information. It includes a form titled “Routine Worksheet/Lesson Plan form” helpful for planning.

Guide Book and Assessment Forms for Using the Sensory Learning Kit, is a nearly 200 page guidebook and forms. It has 5 multi-paged reproducible assessment forms as well as CD templates and completed samples. The forms are:

1. Sensory Learning Summary- current status summary form of successful 6 sensory channels data collection.

2. Arousal State Profile- Helps with Assessment portion of IEP & is designed to be updated.

3. Sensory Response Record - helps with Learning Media Assessment, Present Levels, goal writing and progress report writing of IEP.

4. Appetite/Aversion List helps writing objectives and lesson plans.

5. Level and Strategy Guide also helps writing objectives and lesson plans and can also be used as an alternative assessment.

DR. LILLI NIELSEN’S ACTIVE LEARNING

Dr. Lilli Nielsen is a Danish psychologist who worked for over 40 years with visually impaired people who have additional disabilities- even Pre-Light Box students who have no visual response.

Active Learning Theories of Dr. Lilli Nielsen

“Active Learning is based on creating optimal supportive environments where learners can take action independently & LEARN ON THEIR OWN. The environment supplies strong responses in multiple modes (auditory, tactile, visual, & olfactory). The environment must be thick with objects so that minor actions are rewarded with feedback.

“The challenged learner is alert & actively engaged. The learner may not appear to accomplish anything, but the time is productive.” (TSVIB website)

The students learn more while no one is talking. Only after the student is finished does Dr. Nielsen suggest the observer always summarize the completed activity with the student. This gives language and meaning to the feelings the child had while exploring. Always describe the student’s favorite part where the biggest smile and the loudest utterances were observed.

Dr. Lilli Nielsen Active Learning Equipment

see-

1. Resonance Board

2. HOPSA dress

3. Support Bench

4. Little Room

6. SPG (Scratch, Position, & Grab) Board

7. Vest

8. Tipping Board

9. Position Board

Lilli Nielsen Active Learning Items designed by Unsicker

1. ACTIVE LEARNING BINDER- Three inch 3 ring binder to be used on desk in easel position or open, standing on base. Multi sensory items are attached to elastic & wire ties put through holes & on the 3 rings.

2. ACTIVE LEARNING VEST- Hand towel pinned around neck with multi sensory items attached with diaper pins ONLY (for safety) directly to towel or on elastic.

3. ACTIVE LEARNING POMPOM- Multi sensory items tied to mop head with its strands & plop on hands for students with most restricted movement, unable to move to mouth.

2010 KITS

A = Auditory O = Olfactory V = Visual T = Tactile E = Teacher use

1. Louie Braille, Teenage Inventor multi-sensory book by Connie Unsicker

grapes & leaves, Brie cheese= A, T, V, O

dog leash= A, T, V, O fabric letter W and music notes= A, T, V

awl with protected tip= A, T, V Brrr, whisper, cough= A, T

leather & tacks letters= T, V, O

rope, floral smell= T, V, O

Velcro dots and dashes= T, V

2. Exploring Some Periodic Table Elements is an example of modifying an age appropriate lesson plans for CVI students. Exploring Some Periodic Table Elements is adapted from “Rock Cycle, Chemistry Lab for 2nd Grade-“ lesson plan found at:

“Students evaluate different elements that can be found naturally or synthetically by observing the elements on the Periodic Table Elements and comparing characteristics of different elements….

“Unfortunately, not all references to elements are scientifically accurate…. In this exercise the students will learn the characteristics of certain elements….

“PROCEDURE:

1. Tell the students that today they will be looking at some of the elements found on the Periodic Table….

2. Practice words that describe something (color, texture, etc.)….

    Ask them to describe the minerals in descriptive words….  

3. As they finish up, orally read the conclusion question. Tell them that the word ‘characteristics’ in this case means how it looks and feels.  

4. Go over some of the properties of each of the elements found in the lab.

“Below are some accurate descriptions of the lab specimens.

COPPER - copper color, used to make pipes, teapots, etc (native mineral)

NICKEL - gray color, used to make nickels and metal, naturally magnetic, shiny, jewelry

LEAD - gray color, used to make metals, flexible, heavy

SILICON - white or gray color, used in computer industry to make computer chips.

CARBON - gray color, used in making pencils, rubs off easily.

SULFUR - yellow color, used in making medicine, (native mineral)

ALUMINUM - gray color, used to make aluminum foil and other metals.

IRON - gray color, used in the steel industry, and has other uses as a metal ZINC - gray color, used as metal

TIN - gray color, shiny, bends, used as a metal.”

2. Exploring Some Periodic Table Elements CVI Style-

A = Auditory O = Olfactory V = Visual T = Tactile E = Teacher use

Aluminum foil, nut = A, T, V

Copper penny, tubing = A, T, V, O

Carbon fiber sheet, mechanical pencil lead, charcoal, “diamond” = A, T, V, O

Iron nails = A, T, V

Lead fishing weights = A, T, V

Nickel coins= A, T, V

Silicon caulk, sand, glass, computer chip = A, T, V

Sulfur stick= A, T, V, O

Tin sheet “tin” can = A, T, V

Zinc oxide, zincs rudder plate for boat = A, T, V

4. Our Apple Tree, by Naslund, children’s book adapted for multisensory lesson

Dried apples = T, V, O

Flower bud = T, V

Bees = A, T, V

Perfumed flower = A, T, V, O

gold, red, pink apples = A, T, V, O

seeds = A, T

spiced applesauce = T, O

gummy worm = T, V, O

leaves = A, T, V, O

3. Corn Kit

thawed frozen corn = T, V Crackerjacks = A, T, V, O

canned hominy = T, V, O Korn Nuts = A, T, V, O

Blue chips = A, T, V, O Indian, colored corn = A, T, V

thawed frozen corn on cob = T, V, O candy corn = A, T, V, O

corn tortillas = T, V, O popcorn = A, T, V, O

BIBLIOGRAPHY

Dr. Lilli Nielsen

Books, videos, and equipment are available from Lilliworks at .

The FIELA Curriculum: 730 activities, schedule board, Inst Manual (Summary of

FIELA curriculum -tsbvi.edu/Outreach/seehear/fall05/fiela.htm)

Functional Scheme: Functions Skills Assessment

Early Learning Step by Step

Spatial Relations In Congenitally Blind Infants

Educational Approaches

Are You Blind?

Space and Self

The Comprehending Hand

Dr. Lilli Nielsen Videos-

Perceptualizing Aids: Why, How and When? - Dr. Nielsen explains the HOPSA Dress, Support Bench, & Essef Board.

Perceptualizing Aids Two: Why, How and When? Dr. Nielsen explains the Little Room, & the MFA (Multi- Functional Activity) Table

Articles About Lilli Nielsen’s Active Learning

General information & links -tsbvi.edu/edu/recc/mivi.htm

Good overview-

Description of equipment-

Description of how child engages in Little Room-



Dr. Christine Roman-Lansky -

Cortical Visual Impairment An Approach to Assessment and Intervention, Roman-Lantzy, Christine, AFB Press, New York, NY, 2007.

Proceedings Summit on Cerebral/Cortical Visual Impairment Educational, Family, & Medical Perspectives April 30, 2005.- Elizabeth Dennison & Amanda Hall Lueck, Editors, published by AFB, 2006. (Roman, Dutton, many others!)

CVI information, links, & Synergy committee- sun1.

Video- CVI Perspectives (1-30014-00/1-30014-00DVD) APH

Other Helpful Sources

Bright From the Start, The Simple, Science-Backed Way to Nurture Your Child’s Developing Mind from Birth to Age 3, Stamm, Jill, Gotham Books, New York, 2007. In parent-friendly language, describes newest brain research and how this benefits understanding our children’s development during the first 3 years of life.

“Child-Guided Strategies for Assessing Children Who Are Deafblind or have Multiple Disabilities: The Van Dijk Approach to Assessment”

paper & CD, Nelson, Catherine & Van Dijk, Jan, available from APH.

Crashing Through, A True Story of Risk, Adventure, and the Man Who Dared to See, Kurson, Robert, Random House, New York, 2007. Wonderful descriptions of how CVI folks might see & how difficult processing is when what you’re seeing isn’t named beforehand. Also includes descriptions of facial recognition problems, how movement increases visual processing ability, & depth perception problems.

Getting Dressed for the Day, incomplete info., Light Bright Books, Durango, CO.

Transparent picture book for APH Light Box use.

How To Be An Explorer of The World, Portable Life Museum, Smith, Keri, Perigee Book, New York, New York, 2008. Ways to help increase observation skills.

My Stroke of Insight, Taylor, Jill Bolte, Plume Books, New York, New York, 2006. Descriptions of brain injury as it occurs while neuroscientist experiences a stroke. Continues with rehabilitation and adaptations to permanent changes. May help us better understand CVI students and their learning processes.

Our Apple Tree, Naslund, Gorel Kristina, Roaring Brook Press, New Milford, CT, 2002. Children’s book that can be adapted for CVI.

SLK Routines Book, Using the Sensory Learning Kit, and SLK Guidebook and Assessment Forms, Using the Sensory Learning Kit, Smith, Mille, American Printing House for the Blind, Louisville, Kentucky, 2005.

Traveling Blind, Life Lessons from Unlikely Teachers, Fogg, Laura, Medusa’s Muse Publishing, Ukiah, CA, 2007 Excellent descriptions of subtle, slow changes CVI students make, techniques for working with them, & captures the daily details unique to the job of a VI itinerant.

When You Have a Visually Impaired Student With Multiple Disabilities in Your Classroom, A Guide for Teachers, Erin, Jane, Spungin, Susan, AFB Press, NY, 2004.

Helpful Websites

BBF CVI Fact Sheet-

Mary Morse presentation- good descriptions of practical ways to work with CVI students. 2008 JTLI conference at:



Then click on “An Overview of Some Educational Techniques to Use During High Teaching Times” and

”Environmental Consideration Checklist”

Project directions pages from RAFT (Resource Area for Teachers), an organization which supplies teachers with recycled materials, workshops, & curriculum ideas- Once on page, click on “Idea Sheets”.

Texas TSBVI site full or ideas, i.e. “Make It Routine” re: importance of daily schedule-

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