192.188.148.48



Active Learning for Students with Visual and Multiple Impairments

2013 LID Active Learning Conference

June 19-20, 2013

Presented by

Patty Obrzut, Assistant Director

Penrickton Center for Blind Children

patty@



Sponsored by

|[pic] |Region 4 Education Service Center |

| |Low Incidence Disabilities in Special Education |

| |7145 West Tidwell Road | Houston, TX 77092-2096 | 713.462.7708 |

| |Texas School for the Blind and Visually Impaired |

| |Outreach Programs |

| |tsbvi.edu |512-454-8631 | 1100 W. 45th St. | Austin, TX 78756 |

PENRICKTON CENTER FOR BLIND CHILDREN

Penrickton Center is a private, non-profit five day residential and day care agency serving blind, multi-disabled children ages 1-12. Because no fees are ever charged to families, all financial support is raised from individuals, service clubs, corporations, and foundations.

Penrickton Center was established in 1952 by three families (Penman, Ricker, Wigginton) as a day nursery for blind preschoolers because no such program existed. Over the years, Penrickton Center has changed to meet the needs in the community. Currently, we specialize in treating blind children ages 1-12 with a least one additional handicap such as deafness, cerebral palsy, brain damage, and developmental delay.

Most of our children stay with us throughout the week and all children return home to their families on weekends and holidays. Children under six participate in our day care program. In both cases an intense program of training and care is provided to help each child reach their potential. We also provide a consultation/evaluation program to serve those families who may not need our regular services.

All of the blind, multi-disabled children we serve receive developmental programming; that is, programs designed to meet the individual needs of the special child. This programming includes individualized training in the areas of self-care (eating, dressing, personal care), travel skills, motor skills, and language acquisition. Children in our evaluation/ consultation program receive recommendations in this area by our professional staff. Penrickton Center also is nationally recognized as the leader and proponent of the concept of “Active Learning.”

To help each child achieve his or her maximum potential requires intensive and personalized involvement by our staff. Currently we have a ratio of one child care staff member for each three children. This does not include ancillary staff such as nursing, social work, pro- gram planning, music therapy, occupational therapy, dance and movement therapy.

Volunteers also play an important role at Penrickton Center. We teach our volunteers how to promote independence with our blind multi-disabled handicapped children through play. In addition, volunteers assist in our therapy dog program, computer program and adaptive horseback riding.

Since no fees are ever charged for our services, we continue to need the support of many caring people. Penrickton Center for Blind Children is registered with the Internal Revenue Services as a private non-profit charity 501[c](3) and with the Michigan Department of Human Services as a child caring and day care facility.

For further information, please contact Kurt M. Sebaly, Executive Director or Patricia L. Obrzut, Assistant Director at (734) 946-7500 or email: mail@. 26530 Eureka Road / Taylor / Michigan / 48180 Phone: (734) 946-7500 / Fax: (734) 946-6707 /

Active Learning Conference Agenda

Wednesday – June 19, 2013

9:00 a.m. – 11:45 a.m.

Active Learning vs. Passive Learning

The history and philosophy of Active Learning. Establishing rich environments to encourage active learning vs. passive learning. The role of play as a developmental tool in learning. Understanding the dynamic learning circle and the role disability plays in disrupting this process. Identifying strategies to encourage developmental learning.

11:45 a.m. – 1:00 p.m.

Lunch on your own

1:00 p.m. – 4:00 p.m.

Active Learning Equipment & Tools

Active learning as an instrument for decreasing self-injurious behavior, self-stimulatory behaviors or aggressive behaviors. Use and demonstration of aides that facilitate an active learning environment: the Little Room, Resonance Board and HOPSA-dress. Facilitating skills in spatial relations, object concept, increased muscle strength, weight bearing, unsupported sitting, standing and walking.

Thursday - June 20, 2013

9:00 a.m. – 11:45 a.m.

Active Learning Equipment & the Five Phases of Educational Treatment

Use and demonstration of aides that facilitate an active learning environment: the Essef Board, Support Bench, Multi-functional Table. Facilitating cognitive skills, fine and gross motor skills, improving muscle strength and dexterity, improving weight bearing, unsupported sitting, and standing. Understanding and identifying the emotional and intellectual levels of the special needs child. Identifying the role of the adult in promoting skill development.

11:45 a.m. – 1:00 p.m.

Lunch on your own

1:00 p.m. – 4:00 p.m.

From Assessment to Curriculum

Assessing a child’s developmental level with the use of the Functional Scheme. Establishing a rich and appropriate Active Learning curriculum. Physical layouts for the classroom or playroom. Strategies for implementing Active Learning in the home, school, and therapy environment. Community resources.

THE PHILOSOPHY OF THE APPROACH OF ACTIVE LEARNING

By: Dr. Lilli Nielsen

March 2000

The philosophy of the approach of ACTIVE LEARNING is to give the child the opportunity to learn, and so step by step, achieve the pre-requisites that would enable him to learn at higher and higher levels.

The approach of ACTIVE LEARNING developed over the past 25 years, primarily while working with children who were blind with additional disabilities such as mental impairments, cerebral palsy, epilepsy, autism and hearing loss. While developing the approach it was discovered that infants and toddlers with vision impairment only would also benefit from having optimal opportunity to learn, rather than from being trained or taught. Although physical contact with the parents and other adults is important, it is considered even more important that the child with learning difficulties have opportunities to learn from his own activities, and to do so in all aspects.

Learning to move mouth, lips and tongue are important pre-requisites for learning to chew, babble and talk. This learning occurs while the child is playing, rather than while he is eating or communicating. Learning to move arms, hands and fingers are important pre-requisites for learning about the surrounding world, as well as to achieve daily living skills, and so become as independent as possible. This learning occurs while the child is playing, rather than while he is handled by an adult, or while an adult is guiding his hands.

Learning to move legs and feet are important pre-requisites for learning to sit, stand and walk unsupported. This learning occurs if the child has opportunities to achieve the muscle strength necessary for displaying weight bearing. Learning to combine information gained from acting sense modalities is the pre-requisite for learning object concept and for establishing a memory that enables the child to recognize, associate and generalize. This occurs if the child has opportunities to repeat and to compare his experiences at the time that he chooses.

Learning to initiate is the pre-requisite for social development and independence. To facilitate this learning environmental intervention is usually necessary. For this purpose several perceptualyzing aides are designed. The perceptualyzing aid called the “Little Room” facilitates the child’s learning of spatial relations and object concept, gives him the opportunity to explore and experiment with the objects with which the Little Room has been equipped. By means of this, the child develops fine motor movements and learns to be active without help from anybody.

The perceptualyzing aides called the “Support Bench” and the “Essef Board” facilitate the child’s learning to sit unsupported and to develop the gross motor movements necessary for learning to stand and walk. The perceptualyzing aid called the HOPSA-dress facilitates the child’s opportunity to achieve sufficient muscle strength for bearing his own weight, for learning to balance, to stand and to walk. Several other specific materials and setting of environments are explained in the books “Space and Self,” “Early Learning, Step by Step,” and “The FIELA Curriculum 730 Learning Environments.”

Every child is unique and the complexity of handicaps in any child with disabilities makes him even more unique. The intervention for facilitating the child’s learning must, for this reason, be done individually. Also the role of the adult while interacting with the child is considered. In some situations the adult should only act as the provider of materials and be ready to share with the child when he wants to share his experiences. In other situations the adult should contribute by taking her turn when the child wants her to do so. And sometimes the adult should be the one to introduce a new game by playing the game and letting the child participate when he or she is ready to do so.

While implementing the approach of ACTIVE LEARNING it is necessary to know as much as possible about what the child is already able to do, and to know how infants and toddlers learn. Activities that are too easy to perform, or materials that are so well known that they do not challenge the child, fail to facilitate the child’s learning. Activities that are too difficult for the child to perform or materials that the child is unable to handle may result in the child refusing to be active or becoming autistic. Interactions, during which the adult performs most of the activities, or refrains from waiting for the child to initiate his part of the interaction, fail to give the child opportunity to learn to initiate. Instead, the child may become stereotyped, passive, or unable to perform any skill without being prompted.

To be held in an adult’s arms, or to sit in a wheelchair whenever awake, restrains the child’s opportunity to exercise various gross motor movements and to learn about the external world. Instead of focusing on all the things the child with multiple disabilities is unable to do, we should see him as an individual who is just as eager to learn as is any child without disabilities. Furthermore, parents to a child with disabilities are just as eager to see their child learn as the parents to a child without disabilities.

Finally, the philosophy behind the approach of ACTIVE LEARNING is that, if given opportunity to learn from his own active exploration and examination, the child will achieve skills that become a part of his personality, and so are natural for him to use in interactions with others, and of fulfillment of his own needs, and will gradually let him react relevantly to instructions and education, in other words to be as independent as possible.

References :

Lilli Nielsen, 1977, SIKON: The Comprehending Hand

Lilli Nielsen, 1990, SIKON: Are you Blind? Lilli Nielsen, 1992, SIKON: Space and Self.

Lilli Nielsen, 1989, SIKON: Spatial Relations in Congenitally Blind Infants

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

Lilli Nielsen, 2000, SIKON: Functional Scheme – Levels: 0 – 48 months

J. van der Poel, 1997, SIKON: Visual impairment – Understanding the needs of young children.

ACTIVE LEARNING PERCEPTUAL AIDS & RESOURCES

Dr. Lilli Nielsen

Degnevaenget 7

Nr. Bjert

6000 Kolding

Denmark

Phone: 011-45-7551-0983 - Email: lilli.r@mail1.stofanet.dk

LilliWorks Active Learning Foundation

Little Room/Support Bench/Essef Board/Hopsadress/Resonance/books

Boards/Newsletter/Videos

510 Palace Ct. Alameda, CA 94501

Phone: 510-522-1340 - Email: webmaster@

Button-hole Elastic Suppliers

Newark Dressmaker Supply, Inc. Button Hole Elastic for Bunchers P.O. Box 20730

Lehigh Valley, PA 18002-0730

1-800-736-6783

(2013) - $2.60 for 3 yards, $21.75 for 30 yards

Fray Check Suppliers

Check local fabric stores Manufacturer is Prym-Dritz Corporation

Veltex Brand Display Fabric Suppliers – To Construct Velcro Boards

Textol Systems, Inc. Phone: 1-800-624-8746

Fax: 1-201-935-1824

(2013) - $14.84 a yard, must be orders in multiples of 10 yards

$11.66 a yard over 40 yards or

Velcro Brand



1-800-225-0180

Minimum order $300.00

Southpaw Enterprises

1-800-228-1698

Suspension & Hardware Flying Trapeze $1,199.00 (2013) Safety Rotational Device $62.00

Safety Snap $14.95

Height Adjuster $107.00

Eye Splice $14.50 & Therapy Rope $1.50 per foot

Mini Massagers

Water Dancer Mini Massager $16.99 on internet

TFH – Fun and Achievement

1-800-467-6222

(2013) Mini Massagers $12.00 each Product #9MIMA

West Music

1-800-397-9378 musical instruments

Music is Elementary

1-800-888-7502

Musical instruments

Ceiling Lift Systems

THE DYNAMIC LEARNING CIRCLE

Stage One

A child becomes aware and interested in:

1. His/her own motor and sensory activities

2. The objects and activities in the environment

3. People in the environment – their social/communication activities

Stage Three

A child completes learning with an activity

1. An activity is repeated to such a level that it becomes part of the child’s every day actions and patterns.

2. An activity or action becomes familiar enough that it presents no more challenges to the child.

Stage Two

A child becomes curious and interested –which leads to:

1. Repetition of his/her own activity

2. Establishing memories of his/her own activity

3. Experimentation, exploration and comparison with objects

4. Imitation of the activity of others

5. Responding to verbal/non-verbal communication of others

6. Initiating activity

7. Sharing his/her experiences with others

Stage Four

A child becomes ready for new challenges which lead to awareness and interest if:

1. The child is given opportunities to experience new motor/sensory activities

2. The child is given opportunities to experience new actions of others

3. The challenges offered are within a child’s developmental level

4. Other people have taken an interest in the child’s past activities

THE LITTLE ROOM

By: Dr. Lilli Nielsen

The “Little Room” is designed to give blind infants, children with slow development, severely disabled children and children with combinations of disabilities the possibility to gain the ability of reaching, the beginning of the understanding of space, and early object concept.

Non-handicapped children are reaching for objects when they are 3-4 months old while blind children often are 10-12 months old before they achieve this ability. Some blind children will instead of reaching behavior, develop a stereotyped motor behavior, which is turned toward their own body. It is therefore important to offer the blind infant surroundings, which can motivate him to reach for objects as early in life as possible.

The “Little Room” can be built in the size that best fits each child. The material in the Little Room must be provided with objects that hang from the ceiling and/or upon the walls, so whatever movements the child makes, he will come in tactile contact with the objects. It is a good idea to observe which qualities the child prefers – which structure the child prefers to search – which sounds the child prefers while reaching – which smells the child prefers just now.

When the child reaches for the ceiling and the walls (one can build the Little Room bigger,) so the child thereby can be motivated to move himself around in the Little Room and perhaps out of it and into it. In some ways the handicapped child gains the experiences and understanding of space that non-handicapped children achieve by looking around, and by building a lot of different playhouses. Blind children and severely disabled children are not able to build playhouses by themselves, or to find small spaces under furniture and cupboards as needed early in life.

The modules of the “Little Room” must now and then be moved from one place to another and be provided with new objects so the child’s curiosity and thereby his motivation for experimenting can be preserved. It is important that the “Little Room” is equipped with many objects so the child can compare different tactile and auditory stimuli. It is also important that the objects can be reached by the child, and are graspable.

References :

Lilli Nielsen, 1992, SIKON: Space and Self.

Lilli Nielsen, 1989, SIKON: Spatial Relations in Congenitally Blind Infants

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

THE RESONANCE BOARD

By: Dr. Lilli Nielsen

The Resonance Board is made of 4 mm plywood size 150 x 150 cm (120 x 120 cm if the child is very small.) Along the edge of the underside you apply a wooden strip, which is 2 x 2 cm. It is very important to apply the strip along the edge and that the strip is not wider than 2 cm. If the board is correctly made, it has the following qualities. The sounds that the child produces on the sounding board will be transmitted through the fibers of the wood and will be felt by the child on other parts of his/her body. The sounds will get a prolonged and a reinforced effect, which is important to the child’s motivation for increased activity.

The weight of the child will result in a little bending of the board downwards, which will make beads roll back that were made to roll to the edge of the board by the body movements of the child. This is a prolonged reaction to the child’s activities. The air gap also has an insulated effect to the cold floor. Children and adults will not get as tired throughout their bodies while sitting on it, due to its adaptability.

The child will get an opportunity to develop an understanding of space by learning a little about the limited “room” which the resonance board represents. He/she will start moving about on the board. This will constitute a good basis for the motivation of the child to use the space outside of the sounding board, and by means of this, he/she will start moving from one place to another.

When using the resonance board for the first time, the adult should sit down on the board with the child in his/her lap. Make contact with the board by making small sounds on the board. Inform the child, and make a little stronger sound. Slowly move the child’s body down onto the board. Not until then, when you have made sure that the child is secure and made to feel at home in the situation should you start putting objects under the hands of the child, around the child, under the feet of the child, under the head of the child. By observing the reactions of the child you will decide how far to get the first time, when the child is able to lie alone on the board and for how long.

References:

Lilli Nielsen, 1977, SIKON: The Comprehending Hand

Lilli Nielsen, 1992, SIKON: Space and Self.

Lilli Nielsen, 1989, SIKON: Spatial Relations in Congenitally Blind Infants

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environment

THE SUPPORT BENCH

By: Dr. Lilli Nielsen

The Support Bench is put together to help children who are more than two years old and not yet able to sit without support. When the gross motor development is slower than the growth of the body it will be difficult for the child to achieve the stages of activities that give the ability to sit without support.

In a prone position the 6-8 month old non-handicapped child will develop the ability to coordinate the movements of the arms and legs. The ability will as time goes by develop the necessary curves of the spine and strengthen the muscles of the back. The result will be that the child can sit without support.

To give a child who is developed in the motor field to the level of 6-8 months, but in the same way much older, the possibility to go through the stages mentioned above the child is placed on the stomach on top of the “Support Bench” in such a height as it is needed for arms and knees to be move freely. A head support can be provided for children with only little head control.

To motivate the movement of the child you can spread out objects in front of the “Support Bench” so the child occupies himself with them. The wheels should only be attached to the Support Bench after the learner has achieved the ability to co-ordinate the movements of arms and legs in a pattern of crawling.

References:

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

The HOPSA-dress

By: Dr. Lilli Nielsen

PURPOSE

The HOPSA-dress (H-d) is designed to give wheelchair users the opportunity to move their legs, learning to bear their own weight, balance while standing, and achieve the ability to walk.

TECHNICAL INFORMATION

The H-d is manufactured in three sizes to fit persons 1-7 years of age, 7-14, and adults. It is attached to a crossbar with chain, or a crossbar and block suspension handing from a track that is securely attached to the ceiling. A track placed parallel to, and at a distance of 50-60 cm from the wall will create the opportunity for placing materials within reach of the learner in the H-d and so promote learning. The shoulder straps should be fastened as close as possible to the learner’s shoulders, while the body belt must be tightened sufficiently to fit snuggly.

USE

Introduction of the HOPSA-dress

Some learners need to be introduced to the H-d gradually. They can tolerate the impact of the new experience of being upright, and the ability to move, for short periods only. For these learners it would be better to remain in the H-d for a few minutes only, with 2-3 repetitions per total learning session. After a few short periods in the H-d the majority of learners will show that a longer period of time in the H-d can be endured.

Practical Information

In the beginning the H-d is elevated to a point allowing the learner to just touch the floor or the material placed underfoot. Several beginners would have been using a wheelchair for years.

This causes the tendons of the knees to become so short that it is natural to have bent knees while in the H-d during the first weeks or months of daily exercise. As the learner becomes use to moving his legs and feet the tendons will extend. This will determine how high above the floor the learner should be place. If placed too low, the learner will be forced to support his weight by pressing the feet towards the floor. This will restrict movement and the further development of muscle strength.

The environment should be arranged according to the learner’s developmental level and interest in order to be meaningful. Arrange the environment in such a way that both feet and hands can be active. The majority of learners need to start with touching the available materials using their toes only. Big trays each containing a specific substance, such as, marbles, beans, chains with beads, corrugated cardboard, gravel and ribbed rubber mats, provide opportunities for varied experiences and comparison.

Solving Specific Problems

In the beginning some learners find it difficult to move their legs. They are also unfamiliar with the vertical position. As a result the skin of their legs/feet becomes red and blue. Often they also have very cold feet. In such cases it would help to place his feet in a vibrating foot spa with warm water while in the H-d. The vibration will stimulate blood circulation in the leg muscles and encourage movement. If the learner’s feet are very cold, massaging with peppermint oil just before exercising the legs and feet will be helpful. Increasing movement leads to increasing contractions in the veins, the blood is pumped upwards and the skin color returns to normal

Some learners initially experience a tightness or soreness in the crotch as they are unfamiliar with their body pressing against the under-part of the H-d. This can be relieved by a piece of fur, foam rubber or other soft material. The problem usually disappears after a short period of time.

Altering the Height of the HOPSA-dress

Having used the H-d for a while the learner will start to put weight on one leg at a time. This in now the time to lower the H-d one or two centimeters enabling him to push a flat foot against the floor and to exercise flexing the ankles. The H-d must still be high enough to prevent full weight bearing. Having developed sufficient muscle strength to bear his own weight, the learner will still need daily exercise in the H-d to allow free coordination of arm and leg movements while practicing the ability to balance and walk.

Benefits

Regular exercise in the H-d improves

• Coordination of arms and legs,

• Blood circulation,

• Breathing,

• Intestinal functioning,

• The bronchial condition,

• Muscle strength,

• Bone structure.

The learner also achieves an enhanced feeling of independence because he gradually experiences that he can perform more and more functions without the help of another person (a parent, teacher, therapist, or others.) Ample opportunities to explore his environment, to experiment with objects within reach of hands and feet, and to decide when and how far he wants to move, according to the length of the overhead track, are provided. Learners with many spastic reactions in arms and or legs are provided with opportunities to learn to counteract the spastic reactions, and so achieve better control over their movements.

The use of the HOPSA-dress is demonstrated on a video produced by VIDECOM, St. Gallen, Schwitzerland with the title of “Perceptualyzing Aids – Why, How, and When?”

DOCUMENTATION

The HOPSA-dress has been in use since 1989, and is now being used worldwide. Several of the users who were 8-10 years old when they commenced to use the H-d were able to walk independently at the age of 12-14. The learners who, because of specific motor handicap(s) have not yet learned to walk without the support of the H-d, still benefited as stated in the paragraph dealing with benefits. The justification for exposing the user of a wheelchair to the H-d is to be founded in the physical and emotional improvements observed in the particular learners.

References:

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

Lilli Nielsen, 2000, SIKON: Functional Scheme – Levels: 0 – 48 months

J. van der Poel, 1997, SIKON: Visual impairment – Understanding the needs of young children.

THE ESSEF BOARD

By: Dr. Lilli Nielsen

Many handicapped children perform all too few leg and feet movements, and many children have difficulty in learning to keep their balance. The “Essef Board” may diminish these problems.

While sitting on the lap of an adult or sitting on a chair, or in a wheelchair the child can kick against the “Essef Board” standing on the floor. By means of the holes in the board the “Essef Board” can be hung on the wall serving as a background for kicking games for a child in the supine position or for pushing games for a sitting child using back or hands.

The “Essef Board” can of course also be used for jumping either with support from an adult or while the child holds onto, for example, a wall bar.

On top of the “Essef Board” can be placed several toys that will “dance” when the child activates the spring, by beating or pushing on the board.

The upper board can be provided with netting or, ruffled plastic. This produces an effect of an interesting haptic stimulus at the feet. Also the ruffled plastic and be used to make noise with the fingers or other objects.

References:

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments.

The Buncher

Because of visual impairment and/or motor problems, some children are unable to pick up an object again once they have let go of it. Since it is the repetition of grasping and letting go that lead to the ability of grasping and holding, the user will benefit from holding the object with the use of a buncher. This enables the user to grasp and let go whenever he/she wishes, to repeat the activity as many times as he/she needs, and to experiment with the duration of the grasp as well as the intervals between each repetition. Use of the buncher also permits the user’s hand to touch the surfaces of the objects, which allows him/her to experience the tactile qualities of the items. The buncher can be used to hold/grasp a variety of items including spoons, brushes, massagers, toys, or other items.

The Buncher is made from two pieces of buttonhole elastic (average length used is 4 ¾ inches,) once piece of ½ or ¾ inch wide elastic and two buttons. Three buttons can be sewn on the elastic strap if the Buncher is being used in a classroom with various sizes of hands.

The solid elastic without buttonholes should be approximately 3 ½ inches long, spanning across the back of the user’s hand. The buttonhole elastic should be long enough that it will loop around whatever object the user wishes to hold. “Fray Check,” a liquid seam sealant by Dritz (available at most fabric stores) can be applied to the ends of the elastic to prevent fraying.

References:

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Suppliers of Buttonhole

Elastic Newark Dressmaker Supply, Inc. PO Box 20730

Lehigh Valley, PA 18002-0730

1-800-736-6783

MULTI-FUNCTIONAL ACTIVITY TABLE

By: Dr. Lilli Nielsen, Denmark

PURPOSE

The MFAT is designed to allow the learner (child or adult) to initiate a large variety of cognitive activities while sitting on the floor, or in a chair, or wheelchair.

TECHNICAL INFORMATION

The MFAT is designed in such a way that the tabletop can be set at various heights to accommodate two extremes: a learner seated on the floor and an adult seated in wheelchair.

The table top of the MFAT has three interchangeable parts, and is delivered with six different surfaces: three fitted with plastic containers, one covered with Velcro on one side and a plastic tray on the other, one covered with a metal board on the one side and ordinary plywood covering on the other. In one part are several small holes to which objects can be tied.

A part fitted with three plastic containers hinges at the back edge of the table. This can be placed horizontally to extend the tabletop, or vertically as a shelf with three compartments.

The containers can be used as a depot for supplying materials or into which objects can be pushed, placed and regained.

When the three containers are in vertical position they can be used as shelves for storing materials or for “putting things where they belong.”

ACTIVITIES

The MFAT allows the learner to use the entire surface as a perceptual field. It also provides for a great variety of arrangements as learning environments. According to what the mediator has placed on the tabletop and in the containers, the learner can choose those objects and the materials he wants to play with. Mobile learners, who can collect the materials necessary for a certain activity from elsewhere, can place these in the order that fits best for a particular activity. The different tabletops and shelf, and a multiplicity of objects provide enriched perceptual fields, promoting the development of manipulative skills and spatial perception, and the higher order skills of selection, integration, organization, categorization and symbolization. Some of the parts of the tabletop are treated to allow for activities with water, paint, yogurt, etc.

The learner who has reached the developmental level at which he commences to place some objects at a certain spot, needs to practice this skill further by placing objects in specific positions in relation to his own body: next to him, in front of him, behind him, close to him, in different containers, and later to place objects in relation to each other: on a row, close together, further apart, on top of each other, underneath something, in a colorful pattern, etc. The MFAT is a very useful instrument to enhance all these, and more learning activities.

When the learner leaves spontaneously or is taken away from the MFAT, either because it is time for a meal or for going home, or for other reasons, the adult (teacher, assistant, or parent) should refrain from changing the composition or creation the learner has developed. This will allow the learner to return to something he or she has done, and so recognize it and the relationship between the objects, and learn that objects continue to exist even if he moves away from them, turns his back to them, or is eating or sleeping, and that they are to be found where he placed them (object permanence). This will give the learner the opportunity to change his product, just like an artist or an author won’t start from the beginning every day, but rather return to his unfinished painting or manuscript. The artist will observe his painting, correct a little here and there; add a color or a figure. The author will re-read what she has written, correct and add until she is satisfied with her work. Only then he or she will be ready to put it all away, ready to start on a new challenge. The learner using the MFAT needs to continue his work, and so discover his product as worthy, and finally consider it to be completed, ready to be put aside for creating something new and exciting.

But should not the learner learn to tidy up? Yes, that is just what he will become motivated for when it becomes meaningful for him to find a certain object for a new construction.

BENEFITS

• Regular activities while using the MFAT

• Improves the learner’s creative capabilities,

• Enlarges his or her object concept,

• Enhances his knowledge about which objects can be separated, piled, and put together,

• Gives opportunity to become familiar with many different kinds of material,

• Facilitates the learning of playing constructively,

• Enhances the ability to solve problems.

When the MFAT is equipped according to the learner’s developmental level it will promote the learner’s motivation for comparing objects and the results of his activities, memory and, the ability to solve problems.

Achievement of consciousness (level of attention, concentration) about things, events, and persons occurs if the brain continually has something to process. All along the surroundings must allow for new detail to be perceived so that the activities always are arousing (interesting and exciting) and expanding the learner’s consciousness. If the surroundings become too monotonous and without the necessary challenges, the learner’s activity will be automatic, the level of consciousness decline and learning is minimal.

The MFAT enhances the replacement of cocoon-like behavior with exploratory activity, and therefore raises the learning curve substantially.

The Scratch, Position and Grab (SPG) Board

By Lilli Nielsen, PhD

The Scratch, Position and Grab (SPG) Board is a perceptualyzing aid designed to fulfill a learner’s need for activity, while promoting increased fine motor development from a level of scratching, to a level of grasping and manipulation of objects. The SPG-Board provides conditions for learning the position of objects/materials, and so gives optimal opportunity for the learner to repeat performed activities at the various levels of development. Repetition is necessary for the establishment of a memory, which is conditional for cognitive development.

The SPG-Board is a board with tracks for positioning 12 squares. The holes on the squares make it easy to attach various items, so that the SPG-Board can easily be reconfigured to meet the learner’s needs and skill level. The rationale of the three colors is to distinguish between three important levels of the motor development of the hands and fingers.

Level 1: Scratch/Light Blue: Low textures are attached to the squares that encourage the learner to scratch. The squares represent the level of finger activity seen before the thumb is consciously included in grasping behavior. (Usually learners do not like sand paper. They prefer to scratch on surfaces with textures different from familiar ones, such as fabric and hair).

Level 2: Grab & Release/Turquoise: Objects on tight elastic that don’t travel far. The squares represent the level of closing the fingers around an item, and increased grabbing activity.

Level 3: Grab & Handle/Dark Blue: Objects on loose elastics that can reach 6 to 12 inches. The squares represent the level of grasp and release leading to the ability to grasp and manipulate - as in a Position Board explained and shown in the books “Early Learning” and “Space and Self.”

The various colors of the squares can also be used to make it easier for a learner with vision difficulties to see the item.

NOTICE: The SPG Board is therapeutic equipment designed for use as part of an Active Learning program. It is NOT A TOY and learners using the equipment should be closely supervised by a competent adult. Care must be taken that items do not detach and pose a choking hazard.

USAGE

Populate: Attach to the squares items appropriate to each developmental level. Items can be attached by using ¼” elastic through the holes in each square. As there is little clearance on the backside of the board, it is recommended that knots be tied on the topside of the squares. Do not loop the elastic around the sides of the squares. Pop rivets may also be used, but must be drilled out for removal.

Configure: Press the retainer button down and carefully insert the squares into the tracks. Configure and position the SPG Board so that the squares with items of interest are at the learner’s hands (perceptual field), or if motivated, just beyond their current reach. A learner may start with all or mostly Level 1 squares, then later mix in Level 2, and progress to Level 3. Remove squares by pressing the retainer button down as needed. Soap or silicone may be applied to the tracks as lubricant. Tracks may initially be tight, but will loosen over time.

The SPG Board has two holes for hanging it. They are the same distance as the holes on the Essef Board, so that hooks to hang the Essef Board may also hang the SPG Board, and the SPG Board may also be tied or strapped to an Essef Board. Forces upon those holes should be mostly vertical, as the holes are near the edge and strong side forces may damage the board.

NOTE: The SPG Board is made out of medium-weight plastics to keep it lightweight. It may be damaged by being dropped, or being hit by heavy items. It is possible to break portions of the track if excessive force or leverage is to insert or remove squares. The two holes to hang the board are also not designed for excessive forces. Vigorous kicking, use of a screwdriver or other metal tool can damage the SPG Board.

Description of Everyday Objects Used in Samples

Note the pairing of similar but different items so the Learner may gain more information through comparison.

Level 1 – Scratch

• Crinkly sounding plastic tray found in a box of chocolates

• Textured Braille Paper – folded and glued so that folds form flaps to play with

• Plastic Astroturf

• Bubble wrap glued to panel

• Stiff paper folded and glued to panel to create multiple flaps

• Pleated cloth binding Plastic gift bow Textured Braille paper

• Rubber material with raised circles (bath tub mat) Hook side of Velcro

Level 2 – Grab & Release

• Plastic kitchen scrubber

• Plastic film canister with elastic strung through a hole made in the bottom on which several buttons have been tied

• Brush type curler

• Pipe cleaner – shaped into a circle

• Corrugated straw

• Soap suction cup holder tied to panel

• Knotted strings of different colors tied with elastic

• Button tied with elastic Interlocked plastic ring chain Rubber ribbed tube tied with elastic

• Plastic rings of different sizes tied with elastic

• Different buttons/beads tied with elastic

Level 3 – Grab & Handle

• Ring of beads on elastic tied with 3”- 6” long elastic

• Cloth bag filled with cornstarch - tied with elastic and buttoned to the panel

• Key ring with plastic shoe tied with elastic

• Badminton birdie tied with elastic

• Wooden castanets (for children) tied with elastic

• Keys and key hook tied with 3”- 6” long elastic and buttoned to the panel

• Heavy keys of different sizes tied with 3”- 6” long elastic

• Two different plastic shapes for small beads (craft kit)

• Plastic film canister tied with 3”- 6” long elastic with beads tied to the inside of the film canister

• One steel and one plastic buckle tied with 3”- 6” long elastic

• Short toothbrush and cleaning brush tied with 3”- 6” long elastic

• Two nailbrushes, each tied with 3” – 6” long elastic.

ELASTIC BOARD

To make an elastic board you will need the following supplies:

1. Birch plywood – size can vary, but item shown below is 21x13

2. Birch trim 1x1

3. 1/8” elastic – minimal width, use larger widths for children that have increased strength

4. Plastic tubing - optional

5. Loop turner – optional - available at JoAnn Fabric – for pulling elastic through tubing

6. Drill – to put holes in wood or items to be placed on boards

7. Items to be attached to board

8. Router – optional to soften edges of board

9. Sander or sandpaper

10. Polyurethane

[pic]

Figure 3 A photo of a board with a variety of objects strung horizontally that include plastic and metal loops, wooden spools and beads.

Cut plywood to appropriate length. Cut one inch trim to outline the plywood. Assemble board with wood glue and wood nails as desired. Allow to dry completely. Sand and polyurethane board. Allow to dry and apply second coat as needed. Drill holes in sides of board.

Attach elastic to the end of the board. String or tie items to length of elastic. Once enough items have been tied or strung to the elastic – attach other end of elastic to opposite side of the board.

Caution must be used to determine appropriate items to be attached to the board. Do not use any items that pose a choking hazard, that are easily broken, or that have sharp edges. The builder is responsible for the safety of the child using the equipment.

The items placed on a board are determined by the developmental level of the child or children to play with the board. Evaluate items for sensory characteristics – visual, auditory, tactile, olfactory, and taste. Evaluate an item for the skill needed to manipulate it – pushing, batting, grasping, pulling, scratching, taking apart, putting together, etc. Ensure that items can be compared to others of size, weight, shape, etc.

A board that requires skills that are too developmental high or too low for a child will not promote active learning, and may result in limited or stereotypical activity or no activity at all.

References:

Lilli Nielsen, 1992, SIKON: Space and Self.

Lilli Nielsen, 1989, SIKON: Spatial Relations in Congenitally Blind Infants

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

TABLETOP MOBILE

To make a tabletop mobile you will need the following supplies:

1. Three pieces of birch wood – size can vary, but item shown below is 22x11x1.

2. Four “L” brackets – length 5 inches

3. 1/8” elastic – minimal width, use larger widths for children that have increased strength

4. Plastic tubing – large enough to cover elastic

5. Loop turner – available at JoAnn Fabric – for pulling elastic through tubing

6. Drill – to put holes in items to be placed on boards and to drill top of mobile

7. Items to be attached to board

8. Dowel rods – minimum 1/4” diameter – cut slots in dowels for elastic to rest in

9. Router

10. Sander or sandpaper

11. Polyurethane

[pic]

Figure 5 Dowel rod with slit

Cut wood to appropriate length and sand. Drill holes in top board. Approximately 24 holes 3/8” in diameter. With a router, cut two slits in back board – so the mobile can be secured to a table top or wheelchair tray with a strap. Drill pilot holes for “L” bracket – position on the right and left sides of the mobile, top and bottom. Assemble mobile using wood glue and wood nails. Allow mobile to dry thoroughly. Polyurethane the mobile.

Attach elastic to the end of the item(s) to be attached. Make sure that the length of elastic allows for the item to be brought up to a child’s mouth from its original location. Cut a piece of tubing and using the loop turner, thread the elastic through the tubing. Once the elastic is covered its entire length, tie the other end of the elastic to a piece of dowel rod that is approximately 1 ½ inches in length. To attach the items to the mobile, slide the dowel rod through the hole and allow the dowel to lie flat on top of the wood. To remove, turn the dowel perpendicular to the mobile and slide the dowel through the hole.

Caution must be used to determine appropriate items to be attached to the mobile. Do not use any items that pose a choking hazard, that are easily broken, or that have sharp edges. The builder is responsible for the safety of the child using the equipment.

The items placed on a tabletop mobile are determined by the developmental level of the child or children to play with the board. Evaluate items for sensory characteristics – visual, auditory, tactile, olfactory, and taste. Evaluate an item for the skill needed to manipulate it – pushing, batting, grasping, pulling, taking apart, putting together, etc. Ensure that items can be compared to others of size, weight, shape, etc.

A mobile that requires skills that are too developmental high or too low for a child will not promote active learning, and may result in limited or stereotypical activity or no activity at all.

References:

Lilli Nielsen, 1992, SIKON: Space and Self.

Lilli Nielsen, 1989, SIKON: Spatial Relations in Congenitally Blind Infants

Lilli Nielsen, 1993, SIKON: Early Learning – Step by Step.

Lilli Nielsen, 1998, SIKON: The FIELA Curriculum – 730 Learning Environments

Five Phases of Education Treatment

Developed by Lilli Nielsen

Phase I – Offering

• Absolutely no demands are placed on the child at all.

• The only request is that an adult be allowed to play near the child.

Purpose

• To promote trust between the child and adult

• To observe the child’s reactions

• To learn what the child likes/dislikes

• To learn about a child’s emotional level

• To introduce self-activity

Phase II - Imitation

Purpose:

• To increase the child’s interest in activities nearby

• To increase the child’s ability to initiate

• To increase the child’s belief in him/herself

• To introduce activities and movements not as yet performed by the child

Start by imitating the child’s activity, even if this is stereotypical.

Phase III - Interaction

Purpose:

• To help the child learn dependency on one or several people

• To help the child initiate interactions

• To enhance the child’s development of self-identity

• To give the child the basis for social development

Phases I, II, & III

Phases I, II, and III establish a child’s emotional development.

This is done by establishing an exchange and balance between:

• Interaction and self-activity

• Dependence and independence

Phase IV – Sharing the Work

Purpose:

• To increase the child’s experience of success

• To involve the child in new social relationships

• To increase the child’s interest in acquiring new abilities

The aim is to give the child the opportunity to learn dependence and interdependence; that to be one who does something does not necessarily mean that one has to do everything, or do everything perfectly.

Phase V - Consequence

This can be introduced once a child has an emotional development of approximately 2 years of age.

Purpose:

• To help the child to endure meeting demands

• To help the child endure changes in life

• To help the child feel self-confident – which is fundamental to make your own decisions about your life

• To establish a sense of responsibility

Effects of a Residential Setting

• A child living in a residential setting meets many adults

• It can be difficult to achieve close relationships and promote self-identity

• The staff must agree to use the same approach

• The staff must:

inform each other about the child’s reactions

share ideas for activities

organize the day so that every child can spend 1:1 time with an adult

Anxiety

A massive anxiety cannot be removed by demands or requests to do what you are afraid of.

It is of no use to tell a special needs child that he/she should not be afraid of what he/she is afraid of. Doing so will only reinforce the child’s resistance

Just Jump!

Compare a child’s anxiety to someone demanding that you jump out a 4th story window.

I would be afraid of doing so

If someone tried to grasp me, persuade me to do so – I would use all of my energy to avoid that person and to avoid jumping.

While using my energy to resist, I would be unable to learn anything at all

Come On – Just Jump!

When the demanding person left, I would be afraid that the person would return

The more often someone tried to get me to jump, the more time I would spend being afraid that person would return, trying to persuade me to jump.

As time goes by, I may be afraid throughout the day and unable to think of anything else.

I would be unable to concentrate on anything other than to be afraid.

Stereotyped Behavior

Stereotyped behavior must be respected as a part of a child’s personality. (Self-identity.)

It can occur for several reasons:

• Lack of opportunity to move to the next developmental level

• As a form of communication/protest

Requests or demands to stop the stereotyped behavior means that the child is requested to alter his/her personality immediately

Dr. Lilli Nielsen

References

Baddeley, A. (1986): Working Memory, Clarendon Press, Oxford

Baddeley, A. (1993): Your Memory. PRION, London.

Burns, Y. R., MacDonald, J. (Ed.) (1996) Physiotherapy and the Growing Child. W. B. Saunders Company Ltd.

Campbell, Suzann K; Palisano, Robert J.; Vander Linden, Darl W. (editors); Physical Therapy for Children (1994). W.B. Saunders Company, ISBN 0-7216-6503-9

Diamond, Marian Cleeves: Tactile Stimulation Improving CNS Function. In Touch, the Foundation of Experience. Ed. K.E. Barnard & T.B. Brazelton. 1990. International Universities Press, Inc. Madison. ISBN 0-8236-6605-0

Edelman, Gerald: Bright Air, Brilliant Fire. On the Matter of the Mind. Penguin Books 1994. ISBN 0-14-017244-0. Or BasicBooks. 1992. ISBN 0-465-00764-3

Edelman, Gerald M.; Tonoi, Giulio: A Universe of Consciousness. How Matter Becomes Imagination. Basic Books 2000.

Gardner, Howard: Multiple Intelligences. The Theory in Practice. Basic Books 1993. Goleman, Daniel: Emotional Intelligence. Why it can matter more than IQ. Bloomsbury, London. 1996. ISBN 9-7475-2982-5

Gopnik, A. Meltzoff, A. & Kuhl. (1999): How babies think. The Science of Childhood. Weidenfeld & Nicolson, London.

Hubel, David H. (1995): Eye, Brain, and Vision. Scientific American Library, a Division of HPHLP, New York. Distributed by W. H. Freeman and Company. Linder, Toni W. (1993): Transdisciplinary Play-Based Intervention. Paul H. Brookes Publishing Co. ISBN 1-55788-130-8

MacCuspie A. (1996): Promoting Acceptance of Children with Disabilities: From Tolerance to Inclusion. Published by Atlantic Provinces Special Education Authority APSEA, 5940 South St, Nova Scotia, Canada B3H 1S6.

Muir, D. & Slater, A. (2000): Infant Development. The Essential Readings. Blackwell, UK Sack, O. (1991): Seeing Voices, Pan Books Ltd., London.

Seligman, M. (1975 & 1992): Helplessness on Development, Depression & Death. W.H. Freeman and Company, New York. ISBN 0-7167-2328-X

Shumway-Cook, A. & Woollacott M. (1995): Motor Control. Theory and Practical Applications. Williams & Wilkins. ISBN 0-883-07757-0

Slater, A & Brenner, G. (1989): Infant Development. Lawrence Erlbaum Associates, London.

Stein, D.G., Brailowsky, S. & Will, B. (1995): Brain Repair. Oxford University Press. Van der Poel, J. (1988): Die visueelgestremde kind van geboorte tot nege jaar: ‘n Ortopedagoglese studie. Universiteit van Stellenbosch, South Africa. Van der Poel, J. (1996): Visuel Dysfunktion. Erkendeise af smaberns behov.

SIKON, Holmens Kanal 22, 1060 Kobenhavn K, Danmark. ISBN 87-601-8530-8

Van der Poel, J. (1997): Visual Impairment, Understanding the needs of young children, SIKON, Holmens Kanal 22, 1060 Copenhagen K, Denmark.

Verny, T & Kelly J. (1981): The Secret Life of the Unborn Child. Limited, London. Warren, D. (1982): The development of Haptic Perception, in W. Schiff & E. Foulke, Tactual Perception. London: Cambridge University Press.

Zeitlin, S. & Williamson, G.G. (1994): Coping in Young Children. Early Intervention, Practices to Enhance Adaptive Behavior and Resilience. Paul H. Brooks Publishing Co.

Notes

Texas Active Learning Resources and Training

Join the Active Learning Study Group

Texas School for the Blind & Visually Impaired Outreach Programs will host an Active Learning Study Group in 2013-2014 through a series of webinars. These webinars may be accessed through your computer or iPad or you may join in for the audio portion through your phone. All of these webinars will be held on Tuesdays from 3-4 PM. The dates for these webinars are:

• September 24, 2013

• October 22, 2013

• November 19, 2013

• January 2, 20141

• February 18, 2014

• April 22, 2014

We also plan to record these webinars and archive them to our website for later viewing. To get more information about participating in these webinars, go to the Active Learning page ( ) and follow the links provided.

The primary text for the study group will be Are You Blind? by Dr. Lilli Nielsen which can be ordered from Lilliworks. Additional articles and publications by Dr. Nielsen will be referenced.

You may submit your questions and ideas related to Active Learning to Kate Hurst at katehurst@tsbvi.edu . Outreach staff are also interested in working with teams using the Active Learning approach. We would like to share ideas and resources, videotape students using Active Learning approaches and equipment to share on the web, and support staff and parents using Active Learning to gain more in-depth understanding of the approach and how to implement it in a variety of classroom settings.

Even More Active Learning

Texas School for the Blind and Visually Impaired Outreach Programs, in collaboration with the Low Incidence Disability network, continue to support the use of Active Learning approaches with students who are visually impaired, visually and multiply impaired, deafblind, and deaf with multiple disabilities who function below the developmental age of 3. In an effort to make a wide variety of resources available to parents, teachers and related service staff, we have developed a webpage with information about training, articles, and links to resources. To view this page, go to .

Are you interested in using the Functional Scheme assessment with a student? We would like to connect with you and considered how it can be used to document child progress in students with visual impairments, visual and multiple impairments and deafblindness under the developmental age of 3 (no matter the chronological age of the student). Please contact Kate Hurst at katehurst@tsbvi.edu if you would be interested in learning more about this assessment for use with your student.

In June of 2014 we hope to host the next Active Learning Conference in Austin at the Texas School for the Blind & Visually Impaired. Please save this date: June 19-20, 2014.

[pic]

Region 4 Education Service Center

Low Incidence Disabilities in Special Education

7145 West Tidwell Road | Houston, TX 77092-2096 | 713.462.7708

[pic]

Figure 7 Region 4 ESC logo.

Texas School for the Blind & Visually Impaired

Outreach Programs

Austin, Texas

[pic]

Figure 8 TSBVI logo

"This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

Figure 15 IDEA logo

-----------------------

Figure 1 Buttonhole elastic should loop around object. Buttons should be sewn on solid elastic, encompassing the width of the user’s hand.

Figure 2 Solid elastic is placed at the back of the hand.

Figure 4 A Photo of a board with a variety of objects strung vertically that include plastic balls, beads and buttons of various sizes.

Figure 6 Table-top Mobile hung with a variety of objects.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download