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>> Kate Hurst: Our topic today
is on instructional strategies

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for students with visual
impairments who are

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under the developmental
age of three.

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And I want to emphasize

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that this includes not
only very young children

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who are chronologically
birth to three,

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but it also includes children

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who may be older
chronologically,

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but functioning developmentally
at a lower age level.

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So without further adieu
we're going to move

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to our prerecorded
portion of the broadcast

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and we'll be stopping
periodically to take questions.

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And I'd love to hear
your comments.

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I know many of you
are very engaged

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in providing direct services
to students in this group,

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and I know that you have
a great deal of expertise

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and I would really love to hear
your thoughts, your questions,

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your ideas, anything
you want to share.

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So please don't be reluctant,
share your expertise.

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>> Kate Hurst: Instructional
Strategies for VI Students

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Under the Developmental
Age of 3.

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 What are the
traits of the children?

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Who are we talking about
when we refer to children

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under the developmental
age of 3?

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Well, first of all infants
and toddlers, of course.

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But
also individuals who,

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despite their chronological
age, function developmentally

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at a lower developmental
age socially, emotionally,

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physically and or cognitively.

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These are students
who have histories

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of significant physical and
cognitive challenges or those

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with very fragile health
and or chronic pain issues.

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Many of these children have
spent extended periods of time

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in the hospital, have
had multiple surgeries

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and other invasive
medical treatments.

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Some have genetic syndromes
or have lost functioning due

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to meningitis or other disease.

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Typically these students have
very limited communication

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skills and communicate
primarily in non-symbolic ways.

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 They have global
developmental delays though they

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may have acquired higher
skills in isolated areas.

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So for example they may be able
to walk and stand independently,

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but they do not use their
hands and arms very well

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or readily engage with others.

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These students are often
very reluctant learners.

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Some are very passive,
some cannot attend for more

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than a few seconds;
others exhibit behaviors

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that make instruction
very difficult.

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They typically have limited
interest in the world

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around them and even
more limited experiences.

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They may connect socially
and emotionally with only one

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or two individuals
and seldom seek

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out individuals for
interactions.

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Their
understanding

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of how the world works,
the basic concepts

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for learning are
extremely limited.

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Often these students have
limited stamina or retreat

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into sleep easily when
others try to engage them

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or the environment
becomes overly stimulating.

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These are the
students who do not seem

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to respond to our typical
educational practices.

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The students for
whom progress seems

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at times almost impossible.

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But if we utilize
proven techniques,

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these students can
make progress.

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And we do have evidenced-based
approaches that work with them,

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if we will only utilize them.

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As educators and parents,
what roles do we play

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in providing an appropriate
education for these students?

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Well Daniel Kish, an
individual with blindness

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who taught himself
and now teaches others

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to travel using echolocation,

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says this about the
educator's role,

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'We are
not teaching skills;

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we are activating neurology.'

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And I believe this is
true of all instruction,

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but particularly true for
students functioning at

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or below a developmental
level of 3 years.

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Aristotle tells us,
'For the things we have

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to learn before we can do
them, we learn by doing them.'

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Children

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at the earliest developmental
stages can only learn by doing.

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This means students at this
level have to be moving

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and interacting of
their own volition

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to develop the neurology
to be able

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to do higher types of learning.

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If my role is to activate
neurology, I need to recognize

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that our typical
educational paradigm

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for children chronologically 3

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and older doesn't work very
well for these students.

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A different approach,
one more a kin

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to instructional strategies
typically used with infants

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and toddlers, is needed.

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Children at this level

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of development are not
ready to 'sit and learn'.

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They learn only by 'doing'.

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As a teacher or
paraprofessional,

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my job becomes facilitating
the child's own learning.

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This is a very different role
for most of us and I think many

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of us are uncertain
about how to do it.

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Fortunately for us,
there are research-

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and evidenced-based practices
related to instructing children

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who are visually impaired and
multiply impaired or deafblind

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and who function at
the developmental level

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of under three years of age.

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Many of these strategies and
approaches also work very well

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for other students at these
developmental levels even

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if vision and hearing
are intact.

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Three individuals

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who have made major
contributions

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to our instructional
practices for students

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at this level are Dr. Jan
van Dijk of the Netherlands,

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Dame Lilli Neilsen of
Denmark, and Barbara Miles,

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a former teacher at
Perkins and consultant

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on deafblindness in
the United States.

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There are numerous
resources on the internet

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if you want to learn more
about the mes- methods each

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of these individuals use.

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There are also many workshops
and conferences at regional,

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state and national venues you
may want to take advantage

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of to learn more about
these individual approaches.

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Though we can't go into detail
about the body of their works

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in such a short period
of time today,

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I would like to discuss how
their approaches overlap

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or respond to similar
facts about development,

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and how their practices can
be utilized in our classrooms.

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Though van Dijk, Nielsen, and
Miles differ in some respects,

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overall their approaches
recommend common strategies.

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Over the next thirty minutes
or so I want to share some

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of these basic strategies
they suggest and resources

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to help implement
these strategies.

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These
students learn

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by their own self-activity.

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All children under the
developmental age of 3 learn

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by engaging their world,
examining and experimenting

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with the people and
things they encounter.

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They do this by using all of
their senses: taste,

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touch, smell, vision,
hearing and proprioception.

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If you watch very young
children, you will see

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that they are constantly
'doing'.

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They pick things up, put them
in their mouths, bang them,

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throw them, scratch them.

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It is through this type of
exploration and experimentation

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that they learn foundational
concepts about size, shape,

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texture, temperature,
weight, color, and function.

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As they watch others interacting
with the physical world,

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they begin to imitate actions on
these materials and with people.

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Gradually they begin to
organize this information

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into categories based on
similarities and differences.

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While they are doing this
exploration they also develop

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more refined fine and gross
motor skills that allow them

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to expand their ability to learn
about the world around them.

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They gain self-confidence
and self-identity.

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They gradually learn
to regulate emotions

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and biobehavioral states as
their sensory systems mature.

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All of this they do by
their own self-activity.

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We do not teach them to do this.

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When a child has certain
foundational concepts

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in place he begins to be able

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to attach language
to these concepts.

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Through interactions with
others, usually parents

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and siblings, the child
becomes more successful

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in interacting with others.

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He becomes ready to
share in an activity,

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gradually becoming
confident and interested

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in completing tasks on his own.

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When any child reaches
this point in development,

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we can begin to use more typical
instructional methods with them.

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Methods that we see in
most school settings.

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Prior to that point
in development,

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our typical methods
don't really work.

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If we want to help
these students,

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I believe we must change
our methods of instruction

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and view our roles in a
somewhat different light.

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Rather than instructors
we become facilitators

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of the child's natural
development.

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We become the creators
of learning environments

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that are fully accessible to
the child and 'good playmates'

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who can support these
children emotionally

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and socially while they
develop a solid self-identity

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and the confidence
to try new things.

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Through the work of individuals
like van Dijk, Nielsen,

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and Miles we have
identified specific strategies

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that will help these
children progress.

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For many of these students the
process will be slow as a result

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of the multiple challenges
of vision or hearing loss,

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motor issues, and
cognitive impairments.

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But they can make
progress if we do our part.

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So what are these strategies?

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As a way to simplify
this large body

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of information I have distilled
the content into 11 strategies.

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Included in your handout
are a number of resources

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and references you will
probably want to explore

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that explain the research and
practice behind each of these.

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>> Hurst: Strategy 1:
Recognize parents as the experts

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and utilize their expertise.

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Our first

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and perhaps the most
important strategy is

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to recognize the
importance and expertise

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of the child's parents
or caregivers.

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Why? Well because we need
a thorough understanding

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of the child's history.

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It is very important that
we understand what has gone

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on medically, when sensory
loss first occurred and why.

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We also need to learn how
the child functions in his

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or her home environment,
the place he

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or she is most comfortable.

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Parents can tell us what
things the child likes,

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what things frighten or agitate

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and how she handles new
people and experiences.

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Parents also need to help
us determine priorities

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for instruction based on needs

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within the context
of family life.

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Since these students will take
longer to learn new skills,

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we need to make good use
of each moment we have

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with them in the classroom.

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One tool I recommend
to gather information

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from the parents is <i>Home
Talk.

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This
booklet was developed

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for the National Consortium
on Deafblindness for use

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with parents of children who
are deafblind and is available

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in English and Spanish.

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This information
can easily be adapted

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to meet the needs
of most any child

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with significant
developmental disabilities.

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<i>Home Talk</i> can be
downloaded
for free and the web-link

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to this document is included

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in the resources
section of your handout.

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When using this booklet
with parents,

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I recommend that the teacher
take time to evaluate how much

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of the booklet each
parent is able

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to complete on his or her own.

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Some parents may be
able to take the booklet

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and complete it alone easily.

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Others may need to respond to
only a few sections a at a time

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or complete it with a teacher
in face-to-face meetings.

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Now since I know that time with
parents may be difficult to come

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by for a variety of reasons,
this might be something

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that the child's Division

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of Blind Services Children's
Specialist could help

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educational staff to work
with the parent to complete.

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The book is divided
into four parts.

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Part 1 focuses on
general information

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about the child's
home and family life.

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Part 2 describes the child's
interests, talents, routines,

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special needs and behaviors.

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Part 3 asks parents to
rate their child's skills

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in four different areas: People
Skills, Problem-solving skills,

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Exploring the environment,
and Discovery and Learning.

250
00:13:34,714 --> 00:13:36,282
The fourth part is completed

251
00:13:36,282 --> 00:13:39,352
with the child's
educational team and helps

252
00:13:39,352 --> 00:13:44,090
to determine priorities
and goals for the child.

253
00:13:44,090 --> 00:13:47,160
Gathering this information
will greatly benefit the team

254
00:13:47,160 --> 00:13:51,998
in developing appropriate
programming for the child.

255
00:13:51,998 --> 00:13:57,570
>> Hurst: I'm going to stop
here for a minute and ask you

256
00:13:57,570 --> 00:14:02,075
if you would be willing
to share either online

257
00:14:02,075 --> 00:14:04,711
or by just turning your mics on.

258
00:14:04,711 --> 00:14:09,215
How many of you are
familiar with the <i>Home
Talk</i>

259
00:14:09,215 --> 00:14:12,752
or are using other tools
to gather information

260
00:14:12,752 --> 00:14:18,658
from family members who
are responsible for caring

261
00:14:18,658 --> 00:14:20,660
for these children that
you're working with?

262
00:14:20,660 --> 00:14:23,162
Can any of you share with me?

263
00:14:23,162 --> 00:14:25,364
>> Peggy: Hi, Kate,
can you hear me?

264
00:14:25,364 --> 00:14:26,866
It's Peggy.

265
00:14:26,866 --> 00:14:28,701
>> Hurst: I can, Peggy.

266
00:14:28,701 --> 00:14:30,903
>> Peggy: At the
School for the Deaf.

267
00:14:30,903 --> 00:14:34,974
I haven't used <i>Home Talk</i>
and I'm going to get online

268
00:14:34,974 --> 00:14:39,746
and do that, but I did like
the new- many of the questions

269
00:14:39,746 --> 00:14:43,816
that van Dijk puts out in <i>The
Child Guided Assessment</i> now

270
00:14:43,816 --> 00:14:46,385
that it's actually
in a readable form

271
00:14:46,385 --> 00:14:51,190
and you can add some things
even if you're not going to use

272
00:14:51,190 --> 00:14:53,025
that in all the domains.

273
00:14:53,025 --> 00:14:58,197
I know when I sat down with a
parent last year when the child-

274
00:14:58,197 --> 00:15:02,668
a little bit just turning three,
it did help to get her answers

275
00:15:02,668 --> 00:15:05,972
on many things, especially the
area of calming and soothing

276
00:15:05,972 --> 00:15:08,007
and what worked and what didn't.

277
00:15:08,007 --> 00:15:11,077
Anyway, just throw that
out there because that book

278
00:15:11,077 --> 00:15:14,380
that came out before is
kind of much more readable

279
00:15:14,380 --> 00:15:18,918
and then they developed
observation and question sheets.

280
00:15:18,918 --> 00:15:21,187
>> Hurst: Thanks for sharing
that, Peggy, and you're right,

281
00:15:21,187 --> 00:15:25,258
there is some awfully good
information in that book,

282
00:15:25,258 --> 00:15:27,960
especially since it's kind of
been fixed up a little bit.

283
00:15:27,960 --> 00:15:30,563
I think it's very, very nice.

284
00:15:30,563 --> 00:15:33,266
Other tools people are using?

285
00:15:33,266 --> 00:15:37,103
>> Audience 1: Kate, here we
talked about the Oregon project,

286
00:15:37,103 --> 00:15:39,105
and the parent component

287
00:15:39,105 --> 00:15:44,377
from the APH functional vision
evaluation big binder book.

288
00:15:44,377 --> 00:15:46,379
And I just had a
question on this.

289
00:15:46,379 --> 00:15:49,282
For the <i>Home Talk</i> would
it
apply to any family member

290
00:15:49,282 --> 00:15:50,650
or just for family members

291
00:15:50,650 --> 00:15:54,187
with children functioning
below the age of three?

292
00:15:54,187 --> 00:15:56,189
>> Hurst: By 'any
family member',

293
00:15:56,189 --> 00:15:58,224
I'm not exactly sure what
you're meaning to include?

294
00:15:58,224 --> 00:15:59,225
>> Audience 1: I'm sorry,

295
00:15:59,225 --> 00:16:01,160
if they have a child
that's maybe just a couple

296
00:16:01,160 --> 00:16:04,163
of years below grade
level or chronologically?

297
00:16:04,163 --> 00:16:05,698
Or is it just geared towards-

298
00:16:05,698 --> 00:16:09,101
because I'm not familiar
with <i>Home Talk.

299
00:16:09,101 --> 00:16:11,537
>> Hurst: I think that
it is actually- a lot

300
00:16:11,537 --> 00:16:14,740
of the questions really
can apply to any student.

301
00:16:14,740 --> 00:16:19,846
It's a nice tool for a
student at almost any level.

302
00:16:19,846 --> 00:16:23,716
Now, having said that you might
need to kind of go through

303
00:16:23,716 --> 00:16:28,187
and adapt some of
the questions a bit.

304
00:16:28,187 --> 00:16:30,189
But I do think it's very useful.

305
00:16:30,189 --> 00:16:34,994
I also think the general
questions and the way it's sort

306
00:16:34,994 --> 00:16:36,996
of developed is good
for kids that even-

307
00:16:36,996 --> 00:16:40,700
that don't have visual
impairments or deafblindness.

308
00:16:40,700 --> 00:16:45,104
I just think that it gives you a
nice framework whether you're 

309
00:16:45,104 --> 00:16:49,041
It is kind of written
very deafblind specific,

310
00:16:49,041 --> 00:16:51,510
but I don't think it's
hard to adapt at all.

311
00:16:54,513 --> 00:16:57,516
And again, I think if you're
going to adapt it, you know,

312
00:16:57,516 --> 00:17:00,953
you may want to sort of type up
your own book and just credit it

313
00:17:00,953 --> 00:17:02,955
so that you can give it
to the parents in print,

314
00:17:02,955 --> 00:17:07,360
but even if you're just using
it as a guide for yourself

315
00:17:07,360 --> 00:17:10,196
in visiting with parents and
getting information from them,

316
00:17:10,196 --> 00:17:11,697
I think it's a very good tool.

317
00:17:11,697 --> 00:17:14,400
Good question.

318
00:17:14,400 --> 00:17:17,270
Others? Have you found
tools that you're liking

319
00:17:17,270 --> 00:17:18,704
or you're using regularly?

320
00:17:18,704 --> 00:17:23,709
You mentioned some good ones.

321
00:17:26,245 --> 00:17:29,482
I think a lot of the
infant toddler kinds

322
00:17:29,482 --> 00:17:31,484
of things, like <i>Insight</i>
and things,

323
00:17:31,484 --> 00:17:33,486
have different information to
sort of help guide this piece

324
00:17:33,486 --> 00:17:35,488
of gathering information
from families.

325
00:17:35,488 --> 00:17:40,493
But I do encourage you guys
to utilize some technique

326
00:17:46,999 --> 00:17:49,802
because you know
I think with some

327
00:17:49,802 --> 00:17:55,007
of our more typically
functioning students it's a

328
00:17:55,007 --> 00:17:57,944
little easier to know what's
going on with the student

329
00:17:57,944 --> 00:17:59,078
than it is with these kiddos.

330
00:17:59,078 --> 00:18:01,347
And I think if you don't
have the opportunity

331
00:18:01,347 --> 00:18:03,816
to get information
from the parents,

332
00:18:03,816 --> 00:18:07,386
it's going to make your job so
much harder with that student

333
00:18:07,386 --> 00:18:09,388
and you're going to
make so many mistakes.

334
00:18:09,388 --> 00:18:11,824
And quite frankly, you're going
to sort of put the student

335
00:18:11,824 --> 00:18:15,761
through a lot of
pressure and stress

336
00:18:15,761 --> 00:18:19,231
that they shouldn't
have to go through.

337
00:18:19,231 --> 00:18:23,536
And my comment about
utilizing your DARS Division

338
00:18:23,536 --> 00:18:26,038
for Blind Services case worker

339
00:18:26,038 --> 00:18:28,541
to help you get this
information,

340
00:18:28,541 --> 00:18:31,277
I don't know how many of you
have a close relationship

341
00:18:31,277 --> 00:18:35,281
with your case workers
in your regions,

342
00:18:35,281 --> 00:18:38,217
but you know they really
can- if they have a case open

343
00:18:38,217 --> 00:18:41,287
with a family, they can
be such a help to you

344
00:18:41,287 --> 00:18:45,725
because they can make time to
get that information gathered

345
00:18:45,725 --> 00:18:48,894
and it gives them
a really good way

346
00:18:48,894 --> 00:18:54,100
to support the educational
process and to become a part

347
00:18:54,100 --> 00:18:56,168
of your educational team.

348
00:18:56,168 --> 00:19:00,906
And they have a lot of
expertise to contribute.

349
00:19:00,906 --> 00:19:03,676
And they can offer you as
a teacher a lot of support

350
00:19:03,676 --> 00:19:05,011
in working with that family.

351
00:19:05,011 --> 00:19:07,980
So this is one thing
you might want to do.

352
00:19:07,980 --> 00:19:12,018
There may be other people
within your educational team

353
00:19:12,018 --> 00:19:15,454
who can take on the
responsibility for doing this,

354
00:19:15,454 --> 00:19:17,523
but getting that information

355
00:19:17,523 --> 00:19:22,228
from parents is absolutely
critical for this population.

356
00:19:22,228 --> 00:19:26,665
You're just going to be spinning
your wheels for a long time

357
00:19:26,665 --> 00:19:29,668
and you can save yourself a
lot of grief by just getting

358
00:19:29,668 --> 00:19:31,671
with those parents
and talking with them.

359
00:19:31,671 --> 00:19:36,509
And I'm saying that recognizing
all the challenges it is

360
00:19:36,509 --> 00:19:40,179
to be able to connect with
busy families who have a lot

361
00:19:40,179 --> 00:19:42,181
of stuff going on,
but I do think

362
00:19:42,181 --> 00:19:44,483
for this group we
absolutely have to do it.

363
00:19:44,483 --> 00:19:45,484
Good stuff.

364
00:19:45,484 --> 00:19:47,486
Let me see if we're
getting any questions here.

365
00:19:47,486 --> 00:19:53,392
Let's see...

366
00:19:53,392 --> 00:19:56,595
Okay. A lot of you have
not heard about <i>Home Talk.

367
00:19:56,595 --> 00:19:58,130
Please do go explore that.

368
00:19:58,130 --> 00:19:59,398
It's a great free resource.

369
00:19:59,398 --> 00:20:01,367
You'll like it.

370
00:20:01,367 --> 00:20:04,003
Okay. Well, let's pick it
up and go forward to some

371
00:20:04,003 --> 00:20:06,005
of our next strategies.

372
00:20:09,041 --> 00:20:11,677
>> Hurst: Strategy
2: Conduct Thorough

373
00:20:11,677 --> 00:20:13,679
and On-going Assessment.

374
00:20:15,214 --> 00:20:18,117
It is important to conduct
a thorough assessment

375
00:20:18,117 --> 00:20:21,554
of the student in all
areas of development.

376
00:20:21,554 --> 00:20:23,556
One of the tools
that I especially

377
00:20:23,556 --> 00:20:27,193
like is Dr. Nielsen's Functional
Scheme assessment though there

378
00:20:27,193 --> 00:20:28,694
are other assessment tools

379
00:20:28,694 --> 00:20:32,431
such as van Dijk's Child Guided
Assessment or Every Move Counts

380
00:20:32,431 --> 00:20:34,767
that can be used as well.

381
00:20:34,767 --> 00:20:35,768
What I particularly

382
00:20:35,768 --> 00:20:38,938
like about the Functional Scheme
assessment is that it begins

383
00:20:38,938 --> 00:20:42,108
with skills and behaviors
typical from birth

384
00:20:42,108 --> 00:20:45,945
and groups them in levels
of 3 to 6 month increments.

385
00:20:45,945 --> 00:20:49,482
It provides information about
all areas of development.

386
00:20:49,482 --> 00:20:53,018
Not only physical, sensory
and cognitive development,

387
00:20:53,018 --> 00:20:56,989
but also social and
emotional development.

388
00:20:56,989 --> 00:20:59,358
One of the things
that both Dr. van Dijk

389
00:20:59,358 --> 00:21:03,062
and Dr. Nielsen stress
is the need to understand

390
00:21:03,062 --> 00:21:06,866
and address the child's
emotional development.

391
00:21:06,866 --> 00:21:09,635
Not many assessment tools
help you determine the child's

392
00:21:09,635 --> 00:21:13,005
emotional level,
but this tool does.

393
00:21:13,005 --> 00:21:16,075
Another plus for this assessment
tool is that it is meant

394
00:21:16,075 --> 00:21:20,813
to be used for regular on-going
assessment throughout the year

395
00:21:20,813 --> 00:21:24,950
and from year-to-year,
providing a clear documentation

396
00:21:24,950 --> 00:21:28,854
of the student's
progress over time.

397
00:21:28,854 --> 00:21:31,290
One of the negatives about
this tool is that some

398
00:21:31,290 --> 00:21:33,659
of the items are
specifically tied

399
00:21:33,659 --> 00:21:35,394
to Active Learning equipment

400
00:21:35,394 --> 00:21:38,364
which many people may
not have access to.

401
00:21:38,364 --> 00:21:41,534
However, overall it
provides a nice profile

402
00:21:41,534 --> 00:21:44,069
of the child's current
functioning even

403
00:21:44,069 --> 00:21:48,040
if these items are
skipped or adapted.

404
00:21:48,040 --> 00:21:51,944
Whatever tool is used to assess
the child, weekly documentation

405
00:21:51,944 --> 00:21:55,447
of the child's progress
is equally important.

406
00:21:55,447 --> 00:21:58,951
This tool supports regular
observation and documentation

407
00:21:58,951 --> 00:22:02,821
of the child's behavior
in both independent play

408
00:22:02,821 --> 00:22:06,292
and interactive play.

409
00:22:06,292 --> 00:22:09,995
Awareness of emerging
skills or lack of progress

410
00:22:09,995 --> 00:22:12,765
with skills guides
the modification

411
00:22:12,765 --> 00:22:15,935
of learning environments and our
interactions with the student.

412
00:22:19,305 --> 00:22:24,276
>> Hurst: Strategy 3:
Keep stress to a minimum.

413
00:22:24,276 --> 00:22:27,279
Most of us have heard how
important it is to reduce stress

414
00:22:27,279 --> 00:22:29,281
for the child to
enhance learning.

415
00:22:29,281 --> 00:22:33,219
But, how do we keep
stress to a minimum?

416
00:22:33,219 --> 00:22:34,753
For some
children this is easy

417
00:22:34,753 --> 00:22:37,890
for other children it
is quite difficult.

418
00:22:37,890 --> 00:22:41,493
Dr. van Dijk tells us to
'follow the child's lead'

419
00:22:41,493 --> 00:22:44,096
by imitating their actions
and showing interest

420
00:22:44,096 --> 00:22:46,799
in what seems to interest them.

421
00:22:46,799 --> 00:22:49,735
Dr. van Dijk uses
the terms 'resonance'

422
00:22:49,735 --> 00:22:52,438
and 'co-active movement'
to describe his approach

423
00:22:52,438 --> 00:22:56,008
in the article <i>Educational
Curriculum</i> found

424
00:22:56,008 --> 00:22:58,444
on his new website.

425
00:22:58,444 --> 00:23:00,446
He also shows some
video examples

426
00:23:00,446 --> 00:23:03,415
of what this looks like.

427
00:23:03,415 --> 00:23:06,285
Dr. Nielsen also encourages
us to take our lead

428
00:23:06,285 --> 00:23:10,256
from what the child shows an
interest in and cautions us not

429
00:23:10,256 --> 00:23:15,194
to make too many demands of the
student at the earliest stages.

430
00:23:15,194 --> 00:23:18,030
The child at the
developmental age of 2

431
00:23:18,030 --> 00:23:21,200
and younger is not ready
to let you take the lead

432
00:23:21,200 --> 00:23:26,505
in the activity or ask him to do
specific things at your request.

433
00:23:26,505 --> 00:23:30,276
She advises us to let the child
practice their skills repeatedly

434
00:23:30,276 --> 00:23:33,746
at whatever level they are at.

435
00:23:33,746 --> 00:23:36,015
As they master a
skill, they will move

436
00:23:36,015 --> 00:23:40,786
on to tackle a higher level
skill quite naturally.

437
00:23:40,786 --> 00:23:44,023
Skills that have become
so ingrained become a part

438
00:23:44,023 --> 00:23:47,793
of who the child is and reduce
the amount of stress put

439
00:23:47,793 --> 00:23:50,963
on the child to complete
the skill.

440
00:23:50,963 --> 00:23:53,565
Our role is to make
sure the child has many,

441
00:23:53,565 --> 00:23:57,503
many opportunities to
practice skills with a variety

442
00:23:57,503 --> 00:24:00,339
of materials in a
variety of situations

443
00:24:00,339 --> 00:24:03,876
at the level they're
currently functioning.

444
00:24:03,876 --> 00:24:06,945
Giving the student plenty of
time to make skills part of his

445
00:24:06,945 --> 00:24:10,516
or her personality without
trying to push skills

446
00:24:10,516 --> 00:24:15,154
to the next higher level may
seem wrong to many of us.

447
00:24:15,154 --> 00:24:18,390
Never-the-less, if we allow
the child to work at his

448
00:24:18,390 --> 00:24:21,994
or her level of competence,
only suggesting

449
00:24:21,994 --> 00:24:26,265
and modeling slightly higher
level skills as we interact,

450
00:24:26,265 --> 00:24:29,001
greater progress can be made.

451
00:24:29,001 --> 00:24:32,738
I believe this is because we
have reduced the level of stress

452
00:24:32,738 --> 00:24:35,841
which allows the student to
develop better neurology.

453
00:24:38,143 --> 00:24:40,546
Another way to
reduce stress is to make things

454
00:24:40,546 --> 00:24:42,781
as predictable as possible.

455
00:24:42,781 --> 00:24:47,052
This includes the environment,
people, and schedules.

456
00:24:47,052 --> 00:24:49,988
Have specific
places and specific people tied

457
00:24:49,988 --> 00:24:52,324
to regular care-giving events.

458
00:24:52,324 --> 00:24:54,927
Keep the flow of the day
predictable when it comes

459
00:24:54,927 --> 00:24:59,064
to major care-giving activities,
times of independent play

460
00:24:59,064 --> 00:25:01,133
and times of interaction.

461
00:25:01,133 --> 00:25:05,070
In other words, create a
schedule and follow it.

462
00:25:05,070 --> 00:25:08,574
Make care-giving
activities into routines.

463
00:25:08,574 --> 00:25:11,910
Use consistent language.

464
00:25:11,910 --> 00:25:15,147
At the same time we strive
for consistency we also need

465
00:25:15,147 --> 00:25:19,485
to be flexible in the amount of
time each activity takes based

466
00:25:19,485 --> 00:25:22,187
on the child's interest
and mood.

467
00:25:22,187 --> 00:25:26,158
If a child is really enjoying an
activity let him extend his time

468
00:25:26,158 --> 00:25:27,793
in the activity.

469
00:25:27,793 --> 00:25:30,829
If on the other hand he
is resisting an activity,

470
00:25:30,829 --> 00:25:33,766
wrap it up as quickly
as possible before going

471
00:25:33,766 --> 00:25:36,502
on to the next regularly
scheduled event.

472
00:25:40,239 --> 00:25:42,908
>> Hurst: Strategy
4: Pay attention

473
00:25:42,908 --> 00:25:46,812
to the child's emotional
development.

474
00:25:46,812 --> 00:25:49,548
Human beings
learn over time how

475
00:25:49,548 --> 00:25:51,583
to alter their own
emotional state.

476
00:25:51,583 --> 00:25:55,521
How to manage fear, calm
themselves when agitated

477
00:25:55,521 --> 00:26:00,259
or over excited, or push
themselves to try something new.

478
00:26:00,259 --> 00:26:03,896
But we don't come into the
world being able to do that.

479
00:26:03,896 --> 00:26:07,666
We all have different emotional
make-up; some of us are shy

480
00:26:07,666 --> 00:26:10,068
and others are out-going.

481
00:26:10,068 --> 00:26:13,505
It's important to recognize
that these children also come

482
00:26:13,505 --> 00:26:17,242
with diverse emotional skills
that must be considered

483
00:26:17,242 --> 00:26:19,745
when we are interacting
with them.

484
00:26:19,745 --> 00:26:23,315
If we don't adequately address
the emotional development,

485
00:26:23,315 --> 00:26:26,819
other skill learning
may be impaired.

486
00:26:26,819 --> 00:26:29,855
The Functional Scheme
assessment by Dr. Nielsen is one

487
00:26:29,855 --> 00:26:31,890
of the few tools
I know that helps

488
00:26:31,890 --> 00:26:34,893
to identify a specific
emotional developmental level

489
00:26:34,893 --> 00:26:36,695
for a student.

490
00:26:36,695 --> 00:26:39,097
By responding appropriately

491
00:26:39,097 --> 00:26:42,134
to the student's
emotional needs we help him

492
00:26:42,134 --> 00:26:46,705
to develop a healthier sense
of self and gain confidence

493
00:26:46,705 --> 00:26:51,143
to more fully utilize other
of his developing skills.

494
00:26:54,012 --> 00:26:57,082
Many of our older children
exhibit some high level gross

495
00:26:57,082 --> 00:26:59,818
and fine motor skills,
but overall seem

496
00:26:59,818 --> 00:27:04,056
to be make little progress
in other developmental areas.

497
00:27:04,056 --> 00:27:07,993
When we look at where they are
functioning emotionally many are

498
00:27:07,993 --> 00:27:11,563
much younger developmentally.

499
00:27:11,563 --> 00:27:15,367
If we can bring their emotional
development more in line

500
00:27:15,367 --> 00:27:18,704
with their other
developmental skills,

501
00:27:18,704 --> 00:27:22,074
greater progress can be made.

502
00:27:22,074 --> 00:27:25,978
We need to consider how the
student contacts others.

503
00:27:25,978 --> 00:27:27,980
Does she
use approaches like that

504
00:27:27,980 --> 00:27:30,983
of an infant or can she
invite the adult to play

505
00:27:30,983 --> 00:27:33,519
in a give and take game?

506
00:27:33,519 --> 00:27:38,524
We have to match our response to
the student's emotional level.

507
00:27:38,524 --> 00:27:40,959
We tend to do this
quite naturally with an infant

508
00:27:40,959 --> 00:27:43,495
or toddler we may encounter,

509
00:27:43,495 --> 00:27:45,731
but we may feel uncomfortable
doing this

510
00:27:45,731 --> 00:27:50,536
with students especially those
who are chronologically older.

511
00:27:50,536 --> 00:27:53,205
Dr. Nielsen provides some
excellent information

512
00:27:53,205 --> 00:27:56,041
on emotional development
of these students

513
00:27:56,041 --> 00:27:59,478
with visual impairment in
her book, <i>Are You Blind?.

514
00:27:59,478 --> 00:28:01,547
I would strongly
encourage you o get a copy

515
00:28:01,547 --> 00:28:04,183
of this book and
read through it.

516
00:28:04,183 --> 00:28:07,319
Dr. van Dijk also shares
valuable information

517
00:28:07,319 --> 00:28:10,355
about emotional development
in a number of his articles

518
00:28:10,355 --> 00:28:14,026
that can be found
on his website.

519
00:28:14,026 --> 00:28:16,962
By responding to the
child's emotional state

520
00:28:16,962 --> 00:28:21,600
and limiting our own demands, we
can help the student grow in his

521
00:28:21,600 --> 00:28:24,970
or her ability to take
on new challenges.

522
00:28:24,970 --> 00:28:29,041
We have to be careful not to
put too much on them too soon.

523
00:28:29,041 --> 00:28:32,177
And at the same time we need
to treat their accomplishments

524
00:28:32,177 --> 00:28:35,280
as no big surprise,
commenting on them

525
00:28:35,280 --> 00:28:37,316
but not overly praising
the student.

526
00:28:39,685 --> 00:28:41,687
>> Hurst: Let's talk
about this a little bit.

527
00:28:41,687 --> 00:28:44,356
First of all, how
many of you are aware

528
00:28:44,356 --> 00:28:48,026
of Dr. Van Dijk's website?

529
00:28:48,026 --> 00:28:52,164
Have y'all had an
experience with that yet?

530
00:28:52,164 --> 00:28:55,801
I have to confess that I
only recently discovered it

531
00:28:55,801 --> 00:29:00,973
and have not explored it as
thoroughly as I would like to,

532
00:29:00,973 --> 00:29:03,742
but there is some terrific
stuff on that website,

533
00:29:03,742 --> 00:29:06,612
some links to some
great articles of his.

534
00:29:06,612 --> 00:29:09,214
He's got a lot of information

535
00:29:09,214 --> 00:29:12,684
about his child guided
assessments, some nice videos

536
00:29:12,684 --> 00:29:15,721
that help sort of explain that.

537
00:29:15,721 --> 00:29:20,092
[cough] Excuse me, so I really
do want to encourage you

538
00:29:20,092 --> 00:29:22,861
to do some looking at that.

539
00:29:22,861 --> 00:29:27,833
The other thing I want to
mention as I think I said,

540
00:29:27,833 --> 00:29:30,535
for the last couple of days
I've been in a training

541
00:29:30,535 --> 00:29:34,206
with Millie Smith who developed
the Sensory Learning Kit

542
00:29:34,206 --> 00:29:38,143
and the Symbols and
Meanings Kit for APH

543
00:29:38,143 --> 00:29:40,145
and she's been doing
training with us

544
00:29:40,145 --> 00:29:42,581
about both of those kits.

545
00:29:42,581 --> 00:29:45,050
And one of the things
that Millie talked

546
00:29:45,050 --> 00:29:50,188
about in sharing some research
is something that researchers

547
00:29:50,188 --> 00:29:52,824
and that Millie referred
to as coherence.

548
00:29:52,824 --> 00:29:53,825
[cough] Excuse me.

549
00:29:53,825 --> 00:29:55,827
And what I understood her
to be saying  and those

550
00:29:55,827 --> 00:29:57,829
of you I know there were
several of you that were

551
00:29:57,829 --> 00:29:58,830
in that training as well.

552
00:29:58,830 --> 00:30:03,835
I think what she's talking
about is our ability

553
00:30:06,405 --> 00:30:11,510
to interpret what we're
taking in to our senses,

554
00:30:11,510 --> 00:30:15,714
through our senses and having
it all have some meaning for us

555
00:30:15,714 --> 00:30:17,883
so that there's understanding.

556
00:30:17,883 --> 00:30:21,286
And she gave the example
of waking up in the middle

557
00:30:21,286 --> 00:30:23,455
of the night or being waked
up in the middle of the night

558
00:30:23,455 --> 00:30:27,826
with some sound and not being
able to identify that sound

559
00:30:27,826 --> 00:30:30,362
and how your heart kind
of rushes a little bit.

560
00:30:30,362 --> 00:30:33,432
You can't decide, 'Oh, do
I need to get up and see

561
00:30:33,432 --> 00:30:34,533
if there's a burglar or see

562
00:30:34,533 --> 00:30:37,602
if there's something
on fire or whatever.'

563
00:30:37,602 --> 00:30:42,541
[cough] But as soon as we're
able to sort of figure out what

564
00:30:42,541 --> 00:30:45,377
that sound- what
caused that sound,

565
00:30:45,377 --> 00:30:47,379
a lot of times our pulse rate
or our emotions drop immediately

566
00:30:47,379 --> 00:30:54,352
and we're able to either get
up and deal with it calmly

567
00:30:54,352 --> 00:30:56,488
or just go back to sleep.

568
00:30:56,488 --> 00:30:58,890
And the reason that
we're able to do this is

569
00:30:58,890 --> 00:31:03,628
because whether it's real or
not in what we've decided it is,

570
00:31:03,628 --> 00:31:06,398
we've given our self
an explanation

571
00:31:06,398 --> 00:31:09,601
that makes us see the
world and what's going

572
00:31:09,601 --> 00:31:11,002
on as a coherent place.

573
00:31:11,002 --> 00:31:13,038
It all makes sense.

574
00:31:13,038 --> 00:31:16,575
So for example, the other
night I woke up to this sound

575
00:31:16,575 --> 00:31:20,445
that I thought was
fireworks going off.

576
00:31:20,445 --> 00:31:24,616
I was just like in the middle
of the night fireworks.

577
00:31:24,616 --> 00:31:26,918
I was very startled and
I was somewhat concerned

578
00:31:26,918 --> 00:31:30,622
because fireworks in the
middle of January at 3:00

579
00:31:30,622 --> 00:31:33,825
in the morning is
not a typical thing.

580
00:31:33,825 --> 00:31:36,294
And I thought, 'Oh, it could
be some kind of explosion

581
00:31:36,294 --> 00:31:38,063
or guns going off or whatever.'

582
00:31:38,063 --> 00:31:42,434
Well, when I got
myself awake enough,

583
00:31:42,434 --> 00:31:45,604
I realized it was sleet
hitting my window.

584
00:31:45,604 --> 00:31:47,606
Then I was fine, I
can go back to sleep.

585
00:31:47,606 --> 00:31:49,875
And everything was great.

586
00:31:49,875 --> 00:31:53,211
When we think about our
children who have visual

587
00:31:53,211 --> 00:31:55,914
and multiple impairments
or deafblindness,

588
00:31:55,914 --> 00:31:58,116
they have other disabilities,

589
00:31:58,116 --> 00:32:01,620
their whole day is just
chock-full of sounds

590
00:32:01,620 --> 00:32:05,524
and experiences that make
absolutely no sense to them.

591
00:32:05,524 --> 00:32:10,362
They have no way to know what
it is, know when it's coming,

592
00:32:10,362 --> 00:32:13,431
understand what has happened
to them, get any kind

593
00:32:13,431 --> 00:32:14,866
of explanation at all.

594
00:32:14,866 --> 00:32:18,804
And I think that that
state of just unknowing,

595
00:32:18,804 --> 00:32:21,306
of not having an inner
story to tell ourselves,

596
00:32:21,306 --> 00:32:24,776
to explain what we're
experiencing, is the state

597
00:32:24,776 --> 00:32:28,413
that these kids are
in most of their day.

598
00:32:28,413 --> 00:32:29,648
And that's just wrong.

599
00:32:29,648 --> 00:32:31,316
I'm sorry, that's just wrong.

600
00:32:31,316 --> 00:32:35,320
And especially when
even kids who have very,

601
00:32:35,320 --> 00:32:39,090
very significant disabilities,
if we're thinking about how

602
00:32:39,090 --> 00:32:43,328
to make the day more
understandable to them,

603
00:32:43,328 --> 00:32:47,532
those very simple things
of routine and schedule

604
00:32:47,532 --> 00:32:49,768
and using consistent language

605
00:32:49,768 --> 00:32:52,637
and having consistent
people around, you know,

606
00:32:52,637 --> 00:32:57,142
that goes a long way
towards taking a load off

607
00:32:57,142 --> 00:32:58,143
of their little psyches.

608
00:32:58,143 --> 00:33:01,346
And if they're emotionally okay,
that's what they have to be.

609
00:33:01,346 --> 00:33:06,351
They have to be in that quiet
alert state or generally

610
00:33:09,187 --> 00:33:12,791
in that state for the neural
pathways to even develop.

611
00:33:12,791 --> 00:33:17,796
So that's the thing to me
that is just so important

612
00:33:20,599 --> 00:33:21,867
for us to think about.

613
00:33:21,867 --> 00:33:25,570
These kids will walk
into classrooms,

614
00:33:25,570 --> 00:33:28,373
think about the noise level
in a typical classroom.

615
00:33:28,373 --> 00:33:32,711
I mean, you know when I had my
classroom and I was in Deaf Ed

616
00:33:32,711 --> 00:33:34,713
in a self contained
room with only-

617
00:33:34,713 --> 00:33:36,715
I think I typically
only had eight kids.

618
00:33:36,715 --> 00:33:39,184
Many of these classrooms
have 20 kids.

619
00:33:39,184 --> 00:33:42,687
There's a lot of racket
generated by the children,

620
00:33:42,687 --> 00:33:44,689
there's a lot of racket
generated by the staff.

621
00:33:44,689 --> 00:33:46,691
I think we have to think
about that environment

622
00:33:46,691 --> 00:33:48,026
and I think we have to think

623
00:33:48,026 --> 00:33:54,266
about where can we trim
some of the clutter?

624
00:33:54,266 --> 00:33:56,268
Where can we make-
What can we do

625
00:33:56,268 --> 00:33:58,737
to make it just a
little bit more calm?

626
00:33:58,737 --> 00:34:02,707
A little bit more predictable
given the realities of children,

627
00:34:02,707 --> 00:34:05,577
school buildings,
stuff going on?

628
00:34:05,577 --> 00:34:07,646
So what do some of you
guys think about this?

629
00:34:07,646 --> 00:34:10,215
I'd be interested to
hear your thoughts.

630
00:34:16,955 --> 00:34:18,957
Oh, come on, I know
you have them.

631
00:34:18,957 --> 00:34:21,893
[laughter]

632
00:34:21,893 --> 00:34:24,796
>> Audience 2: Well, Kate,
we were discussing here that-

633
00:34:24,796 --> 00:34:27,599
and I wanna tell you I went
to the training that coherence

634
00:34:27,599 --> 00:34:30,302
and her example about
the bump in the night

635
00:34:30,302 --> 00:34:32,704
and once we recognize
it our stress level,

636
00:34:32,704 --> 00:34:35,440
everything goes down, but if we
still haven't discovered what it

637
00:34:35,440 --> 00:34:40,145
is, we stay in this heightened
sense of fear of the unknown.

638
00:34:40,145 --> 00:34:42,814
And when she relayed it- like
you said- to the classroom,

639
00:34:42,814 --> 00:34:46,318
if we're not clear with
our student what's going

640
00:34:46,318 --> 00:34:50,121
to happen next or what's going
on, and something's coming

641
00:34:50,121 --> 00:34:51,222
in we don't let them know,

642
00:34:51,222 --> 00:34:55,427
it's just amazing that  what
she said basically was while

643
00:34:55,427 --> 00:34:58,363
they're in the stress
state they're not learning.

644
00:34:58,363 --> 00:34:59,364
>> Hurst: They aren't, yeah.

645
00:34:59,364 --> 00:35:01,366
>> Audience 2: It's
really hard to learn.

646
00:35:01,366 --> 00:35:02,367
>> Hurst: Yeah, yeah.

647
00:35:02,367 --> 00:35:05,303
And I just  you know,
I just think that's so,

648
00:35:05,303 --> 00:35:11,176
so very important and I
know our educational staff,

649
00:35:11,176 --> 00:35:15,246
you know you guys are working
so hard to help these kids.

650
00:35:15,246 --> 00:35:20,418
And if things like this
make such a big difference,

651
00:35:20,418 --> 00:35:24,055
you know it's- I think we make
our own jobs more difficult

652
00:35:24,055 --> 00:35:27,993
by not doing everything
we can to, you know,

653
00:35:27,993 --> 00:35:30,462
try to make the day
understandable

654
00:35:30,462 --> 00:35:31,730
for these children.

655
00:35:31,730 --> 00:35:32,731
I really do.

656
00:35:32,731 --> 00:35:34,733
And it's a tough 
it's a tough job.

657
00:35:34,733 --> 00:35:38,103
I'm not claiming for a moment
that it's an easy thing to do,

658
00:35:38,103 --> 00:35:41,773
but I do think we can do
a better job with that.

659
00:35:41,773 --> 00:35:42,774
Other thoughts?

660
00:35:42,774 --> 00:35:44,776
Other comments or questions?

661
00:35:46,044 --> 00:35:51,282
If you're on our little online
chatter, today's meeting thing,

662
00:35:51,282 --> 00:35:56,888
the address for Dr. Van
Dijk's website is up there.

663
00:35:56,888 --> 00:35:59,057
It's also in your
handout so don't worry.

664
00:35:59,057 --> 00:36:04,696
But just for the sake
of making sure you know,

665
00:36:04,696 --> 00:36:07,966
it is www dot drjanvandijk and
that's jan van dijk dot org.

666
00:36:07,966 --> 00:36:09,634
So go there, check it out.

667
00:36:09,634 --> 00:36:15,707
There's some really
good stuff there.

668
00:36:15,707 --> 00:36:18,877
You'll like it.

669
00:36:18,877 --> 00:36:21,746
Okay. Let's go forward.

670
00:36:21,746 --> 00:36:25,750
Kendra, let's see what's next.

671
00:36:25,750 --> 00:36:28,853
>> Hurst: Strategy
5: Base instruction

672
00:36:28,853 --> 00:36:31,022
on the child's preferences
and interests.

673
00:36:34,192 --> 00:36:36,761
Though we know that
all students are more motivated

674
00:36:36,761 --> 00:36:39,064
to learn when they're
interested in something,

675
00:36:39,064 --> 00:36:43,601
with these students motivation
and interest is everything.

676
00:36:43,601 --> 00:36:46,805
We must find out what
is motivating to them.

677
00:36:46,805 --> 00:36:51,276
To do this, we need to ask
ourselves these questions:

678
00:36:51,276 --> 00:36:53,278
How does
the child use all of his

679
00:36:53,278 --> 00:36:55,647
or her sensory channels?

680
00:36:55,647 --> 00:37:00,085
What attracts his attention
or causes him to orient?

681
00:37:00,085 --> 00:37:01,953
What actions can the child take

682
00:37:01,953 --> 00:37:05,690
on the objects or
in the activity?

683
00:37:05,690 --> 00:37:09,961
Does she find her
part in an activity enjoyable

684
00:37:09,961 --> 00:37:12,430
and how do we know that?

685
00:37:12,430 --> 00:37:16,768
As educators we must become
expert about student preferences

686
00:37:16,768 --> 00:37:21,139
and weave these preferences into
activities throughout the day.

687
00:37:21,139 --> 00:37:23,975
Tools such as the Sensory
Learning Kit developed

688
00:37:23,975 --> 00:37:25,477
by American Printing House

689
00:37:25,477 --> 00:37:28,980
for the Blind can help
us identify preferences

690
00:37:28,980 --> 00:37:33,017
and interests that will guide us
in the selection of materials,

691
00:37:33,017 --> 00:37:35,787
the creation of learning
environments,

692
00:37:35,787 --> 00:37:39,491
and development of
interactive games.

693
00:37:39,491 --> 00:37:42,794
We can develop lists
based on our observations

694
00:37:42,794 --> 00:37:45,330
of the child engaged
in independent activity

695
00:37:45,330 --> 00:37:48,366
and interactions with others.

696
00:37:48,366 --> 00:37:50,935
When we are clear about
the things that motivate

697
00:37:50,935 --> 00:37:54,139
or attract the child's
attention and those things

698
00:37:54,139 --> 00:37:56,574
that cause a negative
response we are ready

699
00:37:56,574 --> 00:37:59,944
to create the rich learning
environments that will draw him

700
00:37:59,944 --> 00:38:03,114
into natural, self-directed
learning.

701
00:38:05,884 --> 00:38:08,153
>> Hurst: Strategy 6: Allow for

702
00:38:08,153 --> 00:38:12,157
and encourage self-directed
learning.

703
00:38:12,157 --> 00:38:14,893
Dr. Nielsen
places great emphasis

704
00:38:14,893 --> 00:38:19,130
on self-directed learning
while van Dijk appears

705
00:38:19,130 --> 00:38:23,501
to emphasize adult
child interactions more.

706
00:38:23,501 --> 00:38:24,969
It has been my experience

707
00:38:24,969 --> 00:38:27,639
that some children are
naturally 'people' types

708
00:38:27,639 --> 00:38:31,242
and others are more
engaged by objects.

709
00:38:31,242 --> 00:38:34,245
Some children will do nothing
if an adult is not there

710
00:38:34,245 --> 00:38:36,714
to initiate the activity.

711
00:38:36,714 --> 00:38:38,983
Other children are
happy to explore things

712
00:38:38,983 --> 00:38:41,786
in their own environment,
but aren't too interested

713
00:38:41,786 --> 00:38:44,622
in engaging with others.

714
00:38:44,622 --> 00:38:48,226
I believe it is our role to
help our students be able

715
00:38:48,226 --> 00:38:50,862
to do both things.

716
00:38:50,862 --> 00:38:53,264
We do need to
create learning environments

717
00:38:53,264 --> 00:38:56,901
that target the student's
current developmental level

718
00:38:56,901 --> 00:39:00,371
and give him many
opportunities to experience

719
00:39:00,371 --> 00:39:03,241
and explore on his own.

720
00:39:03,241 --> 00:39:06,444
In these environments the
student has many opportunities

721
00:39:06,444 --> 00:39:10,281
to repeat skills until
they become automatic.

722
00:39:10,281 --> 00:39:12,283
This is where
the student gains knowledge

723
00:39:12,283 --> 00:39:14,519
about the properties
of materials

724
00:39:14,519 --> 00:39:16,754
and how the world works.

725
00:39:16,754 --> 00:39:20,425
In these environments our
student experiences success

726
00:39:20,425 --> 00:39:23,061
and failure in completing
actions

727
00:39:23,061 --> 00:39:26,831
without the pressure
of performing for us.

728
00:39:26,831 --> 00:39:29,634
He is self-motivated
to make things happen,

729
00:39:29,634 --> 00:39:34,439
reducing passiveness and
learned helplessness.

730
00:39:34,439 --> 00:39:37,075
These students should
never be without access

731
00:39:37,075 --> 00:39:42,447
to interesting things to explore
and to play with on their own.

732
00:39:42,447 --> 00:39:45,183
We can utilize the
perceptualizing equipment

733
00:39:45,183 --> 00:39:48,519
that Dr. Nielsen has developed
such as the Little Room,

734
00:39:48,519 --> 00:39:52,323
the Resonance Board, the
HOPSA dress, Position Boards,

735
00:39:52,323 --> 00:39:56,461
and the like if those
materials can be purchased.

736
00:39:56,461 --> 00:39:57,829
But if they're not available,

737
00:39:57,829 --> 00:40:01,332
we can still create homemade
versions of these materials

738
00:40:01,332 --> 00:40:06,170
and environments, until we
can purchase the real thing.

739
00:40:06,170 --> 00:40:09,374
The most important thing
is that we bring the world

740
00:40:09,374 --> 00:40:14,312
to the students until they are
able to find it on their own.

741
00:40:14,312 --> 00:40:18,349
Dr. Nielsen has provided many
ideas about materials to use

742
00:40:18,349 --> 00:40:22,387
with children at this level in
her books, especially in
<i>Space

743
00:40:22,387 --> 00:40:24,989
<i>and Self</i> and <i>Are You
Blind?.

744
00:40:24,989 --> 00:40:28,326
Some of these ideas have been
excerpted and are available

745
00:40:28,326 --> 00:40:34,432
on the TSBVI Active Learning
Page of the TSBVI website.

746
00:40:34,432 --> 00:40:37,835
Information for where to access
this page is also included

747
00:40:37,835 --> 00:40:40,305
in your handout.

748
00:40:40,305 --> 00:40:42,840
Well-designed learning
environments with plenty

749
00:40:42,840 --> 00:40:45,677
of accessible materials
and time to play

750
00:40:45,677 --> 00:40:51,015
in them independently should
be a part of each child's day.

751
00:40:51,015 --> 00:40:53,618
Dr. Nielsen recommends
alternating fine

752
00:40:53,618 --> 00:40:56,654
and gross motor activities
throughout the day.

753
00:40:56,654 --> 00:40:59,957
Our role is to observe and
document what the child is doing

754
00:40:59,957 --> 00:41:03,328
and what materials
catch his attention.

755
00:41:03,328 --> 00:41:07,899
Then we can appropriately expand
or develop new environments

756
00:41:07,899 --> 00:41:10,668
and opportunities to
practice these skills during

757
00:41:10,668 --> 00:41:12,670
interactive sessions.

758
00:41:14,472 --> 00:41:18,343
>> Hurst: Strategy 7: Provide
appropriate interactions based

759
00:41:18,343 --> 00:41:20,345
on the child's level
of development.

760
00:41:22,447 --> 00:41:23,448
Some
of our students,

761
00:41:23,448 --> 00:41:26,984
as I mentioned earlier, seem
to prefer being left alone

762
00:41:26,984 --> 00:41:31,589
and they avoid interactions
with others most of the time.

763
00:41:31,589 --> 00:41:35,126
One important strategy is
providing regular interaction

764
00:41:35,126 --> 00:41:38,296
with trusted individuals.

765
00:41:38,296 --> 00:41:42,533
Dr. Nielsen suggests 45 minutes
each day of one-on-one time

766
00:41:42,533 --> 00:41:45,870
with an adult in
well-thought activities.

767
00:41:45,870 --> 00:41:49,040
Time when the adult and
the child can be together

768
00:41:49,040 --> 00:41:52,477
without interruption
and distractions.

769
00:41:52,477 --> 00:41:54,946
For some children these
interactions may need

770
00:41:54,946 --> 00:41:59,650
to be broken up into small
time increments initially.

771
00:41:59,650 --> 00:42:03,921
Some children may lack the
stamina or the trust to engage

772
00:42:03,921 --> 00:42:07,425
with the adult for
long periods of time.

773
00:42:07,425 --> 00:42:11,496
By providing regular interaction
times, the child's ability

774
00:42:11,496 --> 00:42:16,501
to stay in the interaction
longer should develop.

775
00:42:24,308 --> 00:42:26,310
Dr. van Dijk uses
resonance activities

776
00:42:26,310 --> 00:42:28,312
and co-active movement
in the initial stages

777
00:42:28,312 --> 00:42:30,314
of engaging a child
with deafblindness.

778
00:42:30,314 --> 00:42:32,316
The adult engages the child by
imitating the child's actions

779
00:42:32,316 --> 00:42:34,318
in close proximity to the child.

780
00:42:34,318 --> 00:42:37,321
This helps the child to become
aware of his or her own actions.

781
00:42:37,321 --> 00:42:39,791
Then the adult turns
these actions

782
00:42:39,791 --> 00:42:44,629
into simple turn-taking games
where the child is encouraged

783
00:42:44,629 --> 00:42:47,598
to begin to imitate the
adult from time to time.

784
00:42:49,634 --> 00:42:53,137
Dr. Nielsen takes a
slightly different approach.

785
00:42:53,137 --> 00:42:56,474
Initially she uses
the technique of 'offering'.

786
00:42:56,474 --> 00:43:00,244
Like van Dijk she attempts to be
in close proximity to the child

787
00:43:00,244 --> 00:43:05,016
and simply offers objects to the
child without making any demands

788
00:43:05,016 --> 00:43:09,287
about how the child
utilizes the object.

789
00:43:09,287 --> 00:43:12,356
This time allows
the child to develop trust

790
00:43:12,356 --> 00:43:15,092
and provides the adult
with an opportunity

791
00:43:15,092 --> 00:43:19,430
to see what interests the
child, what might distract him,

792
00:43:19,430 --> 00:43:23,768
and what skills are
demonstrated by the child.

793
00:43:23,768 --> 00:43:27,371
It also allows a bond of
trust to develop gradually

794
00:43:27,371 --> 00:43:29,707
between the adult and the child.

795
00:43:29,707 --> 00:43:32,743
And when that bond of
trust is developed,

796
00:43:32,743 --> 00:43:34,979
imitation of the
child's own actions

797
00:43:34,979 --> 00:43:38,516
on objects provides the
child the awareness of his

798
00:43:38,516 --> 00:43:40,918
or her own actions
and leads gradually

799
00:43:40,918 --> 00:43:44,489
to the child being able
to imitate the adult.

800
00:43:44,489 --> 00:43:49,794
Then ritualized turn-taking
games are used

801
00:43:49,794 --> 00:43:53,431
to further develop
interaction skills.

802
00:43:53,431 --> 00:43:56,901
Both Dr. van Dijk and
Dr. Nielsen then progress

803
00:43:56,901 --> 00:44:00,371
to simple routines where
the child has small parts

804
00:44:00,371 --> 00:44:04,542
to complete, based on
what he can already do.

805
00:44:04,542 --> 00:44:08,379
Both van Dijk and Nielsen use
familiar care-giving activities

806
00:44:08,379 --> 00:44:12,517
such as eating, dressing and
toileting as a basis for some

807
00:44:12,517 --> 00:44:14,986
of the earliest routines.

808
00:44:14,986 --> 00:44:18,956
As the child gains confidence
and better understanding

809
00:44:18,956 --> 00:44:23,060
of the routine process more
demands are made on him

810
00:44:23,060 --> 00:44:25,396
to complete the routine
steps on his own.

811
00:44:27,431 --> 00:44:30,968
Dr. Nielsen warns us
that until the child is

812
00:44:30,968 --> 00:44:35,106
at the developmental level of
2 years, he will not be ready

813
00:44:35,106 --> 00:44:38,209
for the kind of activities
that make demands on him

814
00:44:38,209 --> 00:44:42,747
to take a particular step or
complete a particular action.

815
00:44:42,747 --> 00:44:45,049
It should be noted
that progression

816
00:44:45,049 --> 00:44:47,518
from the earliest
stage to the completion

817
00:44:47,518 --> 00:44:50,521
of routines independently
is a long

818
00:44:50,521 --> 00:44:53,624
and sometimes very slow process.

819
00:44:53,624 --> 00:44:57,428
However, by working at the
student's readiness level rather

820
00:44:57,428 --> 00:44:59,330
than pushing for a higher level

821
00:44:59,330 --> 00:45:01,632
of interaction before
he is ready,

822
00:45:01,632 --> 00:45:03,634
solid progress will be made.

823
00:45:07,004 --> 00:45:11,375
>> Hurst: Strategy 8:
Develop the tactile sense.

824
00:45:11,375 --> 00:45:13,110
One of
the main contributions

825
00:45:13,110 --> 00:45:16,314
of Barbara Miles has been
her insights into the use

826
00:45:16,314 --> 00:45:19,684
of the tactile sense,
especially with the hands,

827
00:45:19,684 --> 00:45:22,720
in children with visual
impairments or deafblindness.

828
00:45:22,720 --> 00:45:25,256
She points out these
children use their hands

829
00:45:25,256 --> 00:45:28,326
for many other purposes
than typical children,

830
00:45:28,326 --> 00:45:31,729
for example as eyes,
ears, voices,

831
00:45:31,729 --> 00:45:34,165
and emotional regulators.

832
00:45:34,165 --> 00:45:37,902
She introduced us to the use of
the hand-under-hand technique

833
00:45:37,902 --> 00:45:41,205
when interacting with these
children and reminds us

834
00:45:41,205 --> 00:45:44,208
that children with visual
impairments can develop tactual

835
00:45:44,208 --> 00:45:46,944
ways of knowing the
world to compensate

836
00:45:46,944 --> 00:45:49,347
for their lack of vision.

837
00:45:49,347 --> 00:45:52,283
Touch can also support
understanding the partial

838
00:45:52,283 --> 00:45:54,685
information gathered
through impaired senses

839
00:45:54,685 --> 00:45:57,555
such as vision and hearing.

840
00:45:57,555 --> 00:46:00,257
In her article, <i>Talking
the Language of the Hands

841
00:46:00,257 --> 00:46:04,261
<i>to the Hands,</i> she goes
into
detail about the importance

842
00:46:04,261 --> 00:46:07,832
of touch and the
development of tactile skills.

843
00:46:07,832 --> 00:46:11,002
I encourage you to read
this article if you haven't

844
00:46:11,002 --> 00:46:13,671
and implement her
suggestions with your students.

845
00:46:13,671 --> 00:46:17,475
The ability of individuals
with visual impairments

846
00:46:17,475 --> 00:46:21,479
to make full use of tactual
information is a critical

847
00:46:21,479 --> 00:46:23,547
compensatory skill.

848
00:46:23,547 --> 00:46:28,352
As educators we must help our
student to develop these skills.

849
00:46:28,352 --> 00:46:29,654
Putting it simply we need

850
00:46:29,654 --> 00:46:32,356
to make sure we are
allowing the student time

851
00:46:32,356 --> 00:46:36,627
to tactually explore materials
used in all activities.

852
00:46:36,627 --> 00:46:39,964
Even if the student cannot
easily use his hands we need

853
00:46:39,964 --> 00:46:44,168
to encourage tactual exploration
however he can with his mouth,

854
00:46:44,168 --> 00:46:45,970
with his tongue, with feet,

855
00:46:45,970 --> 00:46:50,241
or how ever the student accesses
his tactual information best.

856
00:46:50,241 --> 00:46:53,277
It is important to provide
interesting tactile feedback

857
00:46:53,277 --> 00:46:54,612
in all the independent

858
00:46:54,612 --> 00:46:57,314
and interactive activities
the child engages

859
00:46:57,314 --> 00:46:59,684
in throughout the day.

860
00:46:59,684 --> 00:47:02,086
Miles
also encourages the use

861
00:47:02,086 --> 00:47:05,122
of tactual modeling to help
the child understand the action

862
00:47:05,122 --> 00:47:06,557
of others.

863
00:47:06,557 --> 00:47:08,626
For example, encouraging
the child

864
00:47:08,626 --> 00:47:12,630
to experience the adult eating
by putting the child's hands

865
00:47:12,630 --> 00:47:16,000
on your mouth while taking a
bite and chewing 

866
00:47:16,000 --> 00:47:19,970
or 'watching' with thier hands
while you open a container

867
00:47:19,970 --> 00:47:22,139
or pat the dog.

868
00:47:22,139 --> 00:47:24,675
Providing regular
opportunities for a child

869
00:47:24,675 --> 00:47:26,177
to share what you are doing

870
00:47:26,177 --> 00:47:29,146
through touch is a
very important strategy

871
00:47:29,146 --> 00:47:32,616
and one not to be overlooked.

872
00:47:32,616 --> 00:47:36,420
>> Hurst: Strategy 9:
Pacing is everything.

873
00:47:36,420 --> 00:47:38,923
Slow it down, way down.

874
00:47:41,625 --> 00:47:44,128
As we interact with
our students we have

875
00:47:44,128 --> 00:47:46,497
to match the child's pace.

876
00:47:46,497 --> 00:47:48,165
As most of you know, many

877
00:47:48,165 --> 00:47:50,701
of these students have
very delayed responses

878
00:47:50,701 --> 00:47:53,003
for a variety of reasons.

879
00:47:53,003 --> 00:47:56,006
If we don't give
them enough time to respond,

880
00:47:56,006 --> 00:47:59,877
we discourage them
from trying to respond.

881
00:47:59,877 --> 00:48:02,179
Taping your interactions
with a child

882
00:48:02,179 --> 00:48:05,015
and analyzing it later
can really help you

883
00:48:05,015 --> 00:48:08,386
to become mindful
of your pacing.

884
00:48:08,386 --> 00:48:12,590
Learning to slow down is a very
difficult thing for most of us,

885
00:48:12,590 --> 00:48:17,394
but is a very important strategy
for working with these children.

886
00:48:17,394 --> 00:48:22,333
We have to learn how to match
our pace to the student's pace.

887
00:48:22,333 --> 00:48:25,436
We have to be in
closer sync with him

888
00:48:25,436 --> 00:48:27,438
if we're going to
achieve success.

889
00:48:29,607 --> 00:48:32,343
>> Hurst: So thoughts,
comments about that?

890
00:48:36,213 --> 00:48:38,215
By the way I appreciate-

891
00:48:38,215 --> 00:48:39,917
>> Gwen: I was going to-

892
00:48:39,917 --> 00:48:41,919
>> Hurst: Go ahead.

893
00:48:41,919 --> 00:48:43,287
>> Gwen: Sorry.

894
00:48:43,287 --> 00:48:47,792
I was going to state an
example of something.

895
00:48:47,792 --> 00:48:54,498
My great niece has a
different  multiple

896
00:48:54,498 --> 00:49:00,237
disabilities, so I was visiting
her classroom because my niece,

897
00:49:00,237 --> 00:49:03,474
the mother, you know wanted
me to come and see this.

898
00:49:03,474 --> 00:49:06,410
And of course the child
was visually impaired too.

899
00:49:06,410 --> 00:49:09,980
But anyway this was out of
state and I was trying to be

900
00:49:09,980 --> 00:49:13,450
as nonchalant as possible
because I didn't want to step

901
00:49:13,450 --> 00:49:16,053
on toes in the classroom.

902
00:49:16,053 --> 00:49:19,623
And it happened to be in
the time of a speech lesson,

903
00:49:19,623 --> 00:49:24,028
and the speech therapist
was working on swallowing

904
00:49:24,028 --> 00:49:27,531
and working hard with
my great niece.

905
00:49:27,531 --> 00:49:31,802
But I'm sitting back and I'm
noticing my great niece,

906
00:49:31,802 --> 00:49:37,041
I feel was wondering what these
white things were coming at her.

907
00:49:37,041 --> 00:49:41,345
And they were the gloves on
the speech therapist's hands.

908
00:49:41,345 --> 00:49:43,681
And so you know, I
was watching all this

909
00:49:43,681 --> 00:49:47,318
and I knew the speech therapist
hadn't picked up on this.

910
00:49:47,318 --> 00:49:51,355
And then I just asked her, I
said would it be okay that so

911
00:49:51,355 --> 00:49:53,824
and so can touch your hands.

912
00:49:53,824 --> 00:49:57,661
And she said, 'Oh, sure.'

913
00:49:57,661 --> 00:50:01,932
And I firmly believe
that my niece saw that,

914
00:50:01,932 --> 00:50:05,603
my great niece saw that
white kind of coming at her.

915
00:50:05,603 --> 00:50:07,371
She was curious about it.

916
00:50:07,371 --> 00:50:11,075
And she was trying to reach
out to touch the hands

917
00:50:11,075 --> 00:50:13,377
and just see what this was.

918
00:50:13,377 --> 00:50:19,183
And to me that's an example
of us needing to be responsive

919
00:50:19,183 --> 00:50:22,987
to our kids' actions for things.

920
00:50:22,987 --> 00:50:24,455
And I have always felt

921
00:50:24,455 --> 00:50:26,824
that sometimes we don't
observe the student's enough

922
00:50:26,824 --> 00:50:27,825
with what they're doing.

923
00:50:27,825 --> 00:50:32,830
>> Hurst: Well and that's such
a good point Gwen and I think

924
00:50:34,899 --> 00:50:36,901
for me you know that's why
I like videotaping so much.

925
00:50:36,901 --> 00:50:38,903
I mean, no, I'm not
terribly thrilled

926
00:50:38,903 --> 00:50:39,904
at looking at myself on video.

927
00:50:39,904 --> 00:50:40,905
I don't mean that.

928
00:50:40,905 --> 00:50:45,910
But I think that that 
that when you're in the midst

929
00:50:48,178 --> 00:50:51,815
of interacting with the child
you just can't be watching

930
00:50:51,815 --> 00:50:54,785
and interacting and doing
everything all at one time.

931
00:50:54,785 --> 00:51:00,391
And so setting up a tripod or
getting someone else in the room

932
00:51:00,391 --> 00:51:02,726
that walks by to use their phone

933
00:51:02,726 --> 00:51:08,933
and get some videotape will
really help us to think

934
00:51:08,933 --> 00:51:10,935
about what are we doing in this?

935
00:51:10,935 --> 00:51:14,171
Let's step back and
think, I'm the child.

936
00:51:14,171 --> 00:51:16,073
Here's this action I'm taking.

937
00:51:16,073 --> 00:51:18,742
How about that child's
experience it?

938
00:51:18,742 --> 00:51:23,414
And I think that's
a perfect example.

939
00:51:23,414 --> 00:51:25,516
And it makes me think of
something else and this came

940
00:51:25,516 --> 00:51:29,687
from Millie the other day
when she was training with us

941
00:51:29,687 --> 00:51:32,022
and she talked about 
and some of you

942
00:51:32,022 --> 00:51:34,625
that were there help
me if I lie about this.

943
00:51:34,625 --> 00:51:39,163
But it was my understanding
that the three best channels

944
00:51:39,163 --> 00:51:43,901
for getting tactile information
are of course the hands,

945
00:51:43,901 --> 00:51:46,370
number one, but she said oral

946
00:51:46,370 --> 00:51:48,605
and what she said
podal, which means feet.

947
00:51:48,605 --> 00:51:55,212
And I don't know that we're very
comfortable letting kids really

948
00:51:55,212 --> 00:51:57,381
explore stuff with
their mouth, you know.

949
00:51:57,381 --> 00:51:59,383
I've heard many,
many times, 'Oh,

950
00:51:59,383 --> 00:52:01,819
that child just wants
to mouth everything'.

951
00:52:01,819 --> 00:52:03,821
Well, if they don't have
good use of their hands

952
00:52:03,821 --> 00:52:05,823
or they don't have
good use of their feet

953
00:52:05,823 --> 00:52:09,626
or can't use their feet
because they're in socks

954
00:52:09,626 --> 00:52:12,496
and shoes all the time,
then the mouth is kind

955
00:52:12,496 --> 00:52:14,798
of all that's left to them.

956
00:52:14,798 --> 00:52:18,035
And if we're not comfortable
letting them do that kind

957
00:52:18,035 --> 00:52:22,973
of exploration we're denying
access to information for them.

958
00:52:22,973 --> 00:52:27,244
And if a child's got decreased
vision and decreased hearing,

959
00:52:27,244 --> 00:52:31,682
which are your two distance
senses, you're kind of missing

960
00:52:31,682 --> 00:52:33,684
out on a whole lot on the world.

961
00:52:33,684 --> 00:52:37,921
And even if you have some vision
and hearing that you can use,

962
00:52:37,921 --> 00:52:39,757
you can't necessarily be sure

963
00:52:39,757 --> 00:52:42,960
of what you're seeing unless
you can lay hands on it

964
00:52:42,960 --> 00:52:45,362
or unless you can get
it into your mouth.

965
00:52:45,362 --> 00:52:49,199
And if we think about a
typical child developing,

966
00:52:49,199 --> 00:52:51,969
what did the early
months do they spend most

967
00:52:51,969 --> 00:52:53,437
of their time doing?

968
00:52:53,437 --> 00:52:56,540
The bane of every parents'
existence, they put everything

969
00:52:56,540 --> 00:52:59,810
that comes in contact
with them in their mouth.

970
00:52:59,810 --> 00:53:02,279
And they're not doing it
about just tasting it,

971
00:53:02,279 --> 00:53:06,417
they're getting a whole lot
of information that verifies

972
00:53:06,417 --> 00:53:11,722
to them what they can
gain through their sight

973
00:53:11,722 --> 00:53:13,724
or their hearing
about the object.

974
00:53:13,724 --> 00:53:18,729
So that's one of those things
that we just have to think more

975
00:53:21,098 --> 00:53:24,535
about how we do it, you know?

976
00:53:24,535 --> 00:53:25,536
Thoughts and comments?

977
00:53:25,536 --> 00:53:28,572
Thanks for some of the postings
that we're getting, by the way.

978
00:53:38,449 --> 00:53:40,384
Got a lot of regions out there.

979
00:53:40,384 --> 00:53:42,386
Come on, guys, don't
let me down.

980
00:53:42,386 --> 00:53:44,388
Share some of your thoughts.

981
00:53:46,690 --> 00:53:48,692
>> Participant 3: Hello?

982
00:53:49,793 --> 00:53:51,795
>> Hurst: Hi.

983
00:53:53,964 --> 00:53:55,966
>> Participant 3: Well,
we have some questions

984
00:53:55,966 --> 00:53:57,968
about you haven't really
addressed the issue

985
00:53:57,968 --> 00:54:02,706
of older students, students that
are maybe getting near the end

986
00:54:02,706 --> 00:54:06,076
of their time in school
that are still functioning

987
00:54:06,076 --> 00:54:08,078
at the below two year old
level.

988
00:54:08,078 --> 00:54:11,782
Some of this stuff I'm
seeing more geared toward

989
00:54:11,782 --> 00:54:12,783
younger children.

990
00:54:12,783 --> 00:54:16,687
And also is easier presented
to parents at that level

991
00:54:16,687 --> 00:54:19,556
than when they're child is, say,
20, when we're still talking

992
00:54:19,556 --> 00:54:25,696
about playing and interacting
and all those things

993
00:54:25,696 --> 00:54:30,734
that seemed babyish
to most people.

994
00:54:30,734 --> 00:54:33,770
So I just wondered what 

995
00:54:33,770 --> 00:54:35,806
where you were going
to go with that one.

996
00:54:35,806 --> 00:54:38,542
>> Hurst: That's wonderful and
I'm so glad you brought that up

997
00:54:38,542 --> 00:54:43,914
because this is a
really tricky thing.

998
00:54:43,914 --> 00:54:47,551
And that's why I think that,
one, it's real important

999
00:54:47,551 --> 00:54:52,022
that you have a good handle on
the brain research and stuff

1000
00:54:52,022 --> 00:54:55,125
to be able to explain
it to the parents

1001
00:54:55,125 --> 00:55:00,030
so that they are more open
to letting the child do some

1002
00:55:00,030 --> 00:55:04,635
of those things,
especially the older child,

1003
00:55:04,635 --> 00:55:06,937
because that's  it
is, it's a hard thing.

1004
00:55:06,937 --> 00:55:09,039
It's a hard thing for
teachers and it's a hard thing

1005
00:55:09,039 --> 00:55:11,041
for administrators
to understand.

1006
00:55:11,041 --> 00:55:15,379
What is this 18 year old
kid doing mouthing things?

1007
00:55:15,379 --> 00:55:17,381
That should have
stopped long ago.

1008
00:55:17,381 --> 00:55:20,984
And the only thing I know
that we can do is, one,

1009
00:55:20,984 --> 00:55:23,821
be sure we know why 
have good reason

1010
00:55:23,821 --> 00:55:27,691
and help them understand why it
is so important to this child

1011
00:55:27,691 --> 00:55:29,693
to be able to have
time to do it.

1012
00:55:29,693 --> 00:55:34,264
The other thing is in
creating learning environments

1013
00:55:34,264 --> 00:55:39,269
where that time to interact
with things that way is set

1014
00:55:41,572 --> 00:55:45,242
up appropriately and they're
encouraged to have lots

1015
00:55:45,242 --> 00:55:49,413
of opportunities to
do it in the day.

1016
00:55:49,413 --> 00:55:51,748
I think it will make
some difference

1017
00:55:51,748 --> 00:55:55,719
because when they get
enough information,

1018
00:55:55,719 --> 00:55:59,356
when they get enough
of the neurology built,

1019
00:55:59,356 --> 00:56:03,894
they won't necessarily have to
continue mouthing everything.

1020
00:56:03,894 --> 00:56:07,264
But if we deny them that, it's
not going to stop the mouthing

1021
00:56:07,264 --> 00:56:09,366
because they'll sneak around
to do it whenever they can.

1022
00:56:09,366 --> 00:56:12,636
They're going to do it.

1023
00:56:12,636 --> 00:56:16,373
So setting it up with
the notion of we're going

1024
00:56:16,373 --> 00:56:18,575
to let them mouth, but
going to do it in a way

1025
00:56:18,575 --> 00:56:21,945
that is instructional to them,

1026
00:56:21,945 --> 00:56:23,947
we're going to help them develop
those concepts of temperature

1027
00:56:23,947 --> 00:56:25,949
and texture and weight and
things like that to get

1028
00:56:25,949 --> 00:56:29,486
that into their system.

1029
00:56:29,486 --> 00:56:34,458
And then we're going to
try to get them to learn

1030
00:56:34,458 --> 00:56:36,460
to use other parts of their body

1031
00:56:36,460 --> 00:56:39,997
to explore objects
and materials.

1032
00:56:39,997 --> 00:56:44,368
Some of these kids, you
know, just have not been able

1033
00:56:44,368 --> 00:56:46,470
to put that altogether yet.

1034
00:56:46,470 --> 00:56:50,974
And I don't think we can
get them there by saying,

1035
00:56:50,974 --> 00:56:51,975
'We're going to stop mouthing'.

1036
00:56:51,975 --> 00:56:54,311
Now, having said
that, I also think

1037
00:56:54,311 --> 00:56:58,015
that we can be more creative
about the types of things

1038
00:56:58,015 --> 00:57:00,717
that we're using and we're
letting them have access to so

1039
00:57:00,717 --> 00:57:02,719
that it will be a little
bit easier for a parent

1040
00:57:02,719 --> 00:57:03,720
or an administrator to accept.

1041
00:57:03,720 --> 00:57:08,725
You know, looking at materials
that are more age appropriate.

1042
00:57:13,363 --> 00:57:19,503
I'm sorry, I'm an adult and
I mouth quite a few things.

1043
00:57:19,503 --> 00:57:23,840
I'm using straws a
lot, I'm using pens,

1044
00:57:23,840 --> 00:57:27,010
but I like pencils
to chew on too.

1045
00:57:27,010 --> 00:57:29,179
You know, there's
different things.

1046
00:57:29,179 --> 00:57:33,016
We can work on letting
them use  work on some

1047
00:57:33,016 --> 00:57:34,851
of that mouthing stuff with.

1048
00:57:34,851 --> 00:57:37,621
But I think bottom line is
we're going to have to accept

1049
00:57:37,621 --> 00:57:42,059
that with them if they're
visually impaired that 

1050
00:57:42,059 --> 00:57:45,562
and they don't have good hand
use and they don't have good use

1051
00:57:45,562 --> 00:57:48,565
of their feet to be able to do
stuff that they're going to have

1052
00:57:48,565 --> 00:57:50,033
to do a certain amount of it.

1053
00:57:50,033 --> 00:57:54,604
Now, the other piece is a
lot of times we see kids

1054
00:57:54,604 --> 00:57:59,309
who won't use their hands and
I think they use their mouth

1055
00:57:59,309 --> 00:58:02,245
to do what they won't
do with their hands.

1056
00:58:04,414 --> 00:58:07,851
And I think that we have
created that monster in part

1057
00:58:07,851 --> 00:58:11,955
because we've grabbed hands
and we've manipulated them.

1058
00:58:11,955 --> 00:58:15,625
And I think that a lot of kids
have had numerous invasive

1059
00:58:15,625 --> 00:58:18,528
procedures that involve hands
and arms, like for putting

1060
00:58:18,528 --> 00:58:20,997
in IV's and things like that.

1061
00:58:20,997 --> 00:58:25,635
And I think that using
more hand under hand

1062
00:58:25,635 --> 00:58:27,637
and getting them used to
having interactions touching

1063
00:58:27,637 --> 00:58:31,808
with their hands in a
way that is not fearful

1064
00:58:31,808 --> 00:58:36,813
to them may help move them
forward doing more exploration

1065
00:58:39,583 --> 00:58:42,319
with their hands, if
that's at all possible.

1066
00:58:42,319 --> 00:58:45,822
And I'm seeing personally
with active learning stuff

1067
00:58:45,822 --> 00:58:48,125
when you start out with
some of the scratch boards

1068
00:58:48,125 --> 00:58:52,929
that Lilli talks about
and you put some things

1069
00:58:52,929 --> 00:58:56,099
up in the little room that are
up near the mouth or whatever,

1070
00:58:56,099 --> 00:58:58,935
you put the little vest on
and you have objects on it

1071
00:58:58,935 --> 00:59:02,172
that it's easy for those hands
to get to, they may start

1072
00:59:02,172 --> 00:59:03,440
out mouthing some things,

1073
00:59:03,440 --> 00:59:08,078
but you'll also see
their hands begin

1074
00:59:08,078 --> 00:59:09,079
to do stuff at the same time.

1075
00:59:09,079 --> 00:59:12,983
And once those hands
start getting engaged,

1076
00:59:12,983 --> 00:59:14,951
they'll use those hands more

1077
00:59:14,951 --> 00:59:18,455
and they will probably
decrease the use of mouthing

1078
00:59:18,455 --> 00:59:20,857
to know what it is that
they're experiencing.

1079
00:59:22,959 --> 00:59:23,960
I don't know.

1080
00:59:23,960 --> 00:59:26,129
Does that help at all?

1081
00:59:26,129 --> 00:59:30,534
Other of you have some thoughts
to lend to this question?

1082
00:59:30,534 --> 00:59:31,868
Because it's a good one.

1083
00:59:31,868 --> 00:59:34,571
It's a hard one.

1084
00:59:34,571 --> 00:59:36,673
>> Participant 4: So Kate,
let me ask a question in terms

1085
00:59:36,673 --> 00:59:39,476
of if you have a high
student-any student, I guess,

1086
00:59:39,476 --> 00:59:42,112
and then they're really
exploring with the mouthing.

1087
00:59:42,112 --> 00:59:43,980
If you could elaborate on.

1088
00:59:43,980 --> 00:59:46,483
But I want them to move
to using their hands more.

1089
00:59:46,483 --> 00:59:52,422
So do you  are you saying 
doing the hand under hand

1090
00:59:52,422 --> 00:59:54,858
while their mouthing trying to
bring the object to your hand

1091
00:59:54,858 --> 00:59:58,462
and their hands or can you help
us some strategies to transition

1092
00:59:58,462 --> 01:00:01,131
or try to transition that?

1093
01:00:01,131 --> 01:00:02,132
>> Hurst: Okay.

1094
01:00:02,132 --> 01:00:05,168
So they're sort of chunks
in my mind and let me try

1095
01:00:05,168 --> 01:00:07,237
to be clearer about this.

1096
01:00:07,237 --> 01:00:12,909
One is provide opportunities
in structured environments

1097
01:00:12,909 --> 01:00:14,111
where they can mouth things.

1098
01:00:14,111 --> 01:00:19,816
For example, even grown  you
know big kids, big grown kids,

1099
01:00:19,816 --> 01:00:23,386
can go into Little
Room type environments

1100
01:00:23,386 --> 01:00:27,624
where they're allowed
to be on their back,

1101
01:00:27,624 --> 01:00:30,327
that they have objects that
are placed near their face

1102
01:00:30,327 --> 01:00:33,697
that they can explore
with their mouth.

1103
01:00:33,697 --> 01:00:35,699
But when they're
in that environment

1104
01:00:35,699 --> 01:00:40,203
and they also have objects near
their hands, near their feet,

1105
01:00:40,203 --> 01:00:45,175
touching their body in other
places, what I have noticed 

1106
01:00:45,175 --> 01:00:48,245
and those of you who
have been involved

1107
01:00:48,245 --> 01:00:50,747
in active learning environments
and Little Rooms and things

1108
01:00:50,747 --> 01:00:54,251
like that, please chime in
if you see it differently.

1109
01:00:54,251 --> 01:00:58,655
But what I have seen is
yes, they will mouth some,

1110
01:00:58,655 --> 01:01:00,590
but the longer that
they're in there

1111
01:01:00,590 --> 01:01:02,058
and the better access they have

1112
01:01:02,058 --> 01:01:06,663
to other materials they will
also begin to use those hands.

1113
01:01:06,663 --> 01:01:08,665
You know, it may
just be batting,

1114
01:01:08,665 --> 01:01:11,968
it may be when they're
sitting up in a chair

1115
01:01:11,968 --> 01:01:15,839
or whatever during an
independent play time,

1116
01:01:15,839 --> 01:01:18,208
that there's stuff
like on their chest

1117
01:01:18,208 --> 01:01:22,245
where their hands may often
times are typically setting

1118
01:01:22,245 --> 01:01:25,115
that they may do more
with those hands.

1119
01:01:25,115 --> 01:01:30,820
And part of what I think makes
the difference in this is

1120
01:01:30,820 --> 01:01:34,424
that when they are
doing exploration

1121
01:01:34,424 --> 01:01:38,461
with their own hands,
with nobody grabbing them,

1122
01:01:38,461 --> 01:01:40,297
with nobody pushing it along

1123
01:01:40,297 --> 01:01:42,299
or moving the materials
too quickly,

1124
01:01:42,299 --> 01:01:46,136
they will  they do
more with their hands

1125
01:01:46,136 --> 01:01:48,138
because they're in
control of it.

1126
01:01:48,138 --> 01:01:49,406
They can touch something

1127
01:01:49,406 --> 01:01:52,509
and if it's icky they can
take their hand right off,

1128
01:01:52,509 --> 01:01:55,745
but what I've seen is if
they touch something icky,

1129
01:01:55,745 --> 01:01:59,749
nine times out of 10 they
will keep coming back to it

1130
01:01:59,749 --> 01:02:02,586
and just kind of checking
it out a little more.

1131
01:02:02,586 --> 01:02:05,555
You know maybe it's
only with a fingertip,

1132
01:02:05,555 --> 01:02:08,825
but in time as they become
comfortable with it and know

1133
01:02:08,825 --> 01:02:11,561
that if they don't want to touch
it they can get their hand off

1134
01:02:11,561 --> 01:02:14,998
of it at any moment,
they get a little braver

1135
01:02:14,998 --> 01:02:18,168
and they get interested to
know more about what it is.

1136
01:02:18,168 --> 01:02:22,205
And if you start out
giving them things to touch

1137
01:02:22,205 --> 01:02:25,575
that you know they're going
to be interested and motivated

1138
01:02:25,575 --> 01:02:29,346
in because you've watched what's
attracted their attention,

1139
01:02:29,346 --> 01:02:32,816
then the chances are even higher
that they're going to explore it

1140
01:02:32,816 --> 01:02:35,485
with their hands and do
things with their hands.

1141
01:02:35,485 --> 01:02:38,755
So that's one thing, just that
piece, opportunities to do it

1142
01:02:38,755 --> 01:02:41,825
and really motivating and
interesting things for them

1143
01:02:41,825 --> 01:02:45,462
to touch, but at the same time
not telling them you cannot put

1144
01:02:45,462 --> 01:02:48,665
it in your mouth because I
think they have to do it as well

1145
01:02:48,665 --> 01:02:52,268
for a time until they
get saturated with it

1146
01:02:52,268 --> 01:02:55,005
and until they can
use the hands better.

1147
01:02:55,005 --> 01:02:59,976
Okay. The other piece of it is
if you're using hand under hand

1148
01:02:59,976 --> 01:03:03,380
in all of your interactions,
all of your interactions

1149
01:03:03,380 --> 01:03:06,650
with that child, even if
their little hands are fisted,

1150
01:03:06,650 --> 01:03:10,453
they're going to
get more information

1151
01:03:10,453 --> 01:03:12,188
about what it is you do

1152
01:03:12,188 --> 01:03:14,524
and about the things
that you handle.

1153
01:03:14,524 --> 01:03:17,961
And what I have typically
experienced is even those kids

1154
01:03:17,961 --> 01:03:21,464
with those little fisted
hands that don't move so well,

1155
01:03:21,464 --> 01:03:23,867
if I can get the
object up near them

1156
01:03:23,867 --> 01:03:26,102
and get my hands
underneath theirs

1157
01:03:26,102 --> 01:03:28,772
when they trust me this
sometimes takes some time

1158
01:03:28,772 --> 01:03:30,807
if kids have had
really bad experiences

1159
01:03:30,807 --> 01:03:34,344
with hands then I
can model stuff

1160
01:03:34,344 --> 01:03:37,013
and those little hands
will try to creep on

1161
01:03:37,013 --> 01:03:39,182
and touch that object.

1162
01:03:39,182 --> 01:03:41,351
And that's where that
offering things comes in.

1163
01:03:41,351 --> 01:03:45,522
Again, they're touching
it, they're encouraged

1164
01:03:45,522 --> 01:03:47,924
to use those hands in a
way that's not threatening.

1165
01:03:47,924 --> 01:03:50,760
If they put their
mouth on it am I going

1166
01:03:50,760 --> 01:03:51,828
to stop them or fuss at them?

1167
01:03:51,828 --> 01:03:53,296
No, I'm not.

1168
01:03:53,296 --> 01:03:55,565
If that's what they
need to do for a time,

1169
01:03:55,565 --> 01:03:58,001
I'm going to let them do it

1170
01:03:58,001 --> 01:04:01,204
because that's what
they've got to work with.

1171
01:04:01,204 --> 01:04:03,673
It would be like you
telling me I'm sorry,

1172
01:04:03,673 --> 01:04:07,544
you can't use your eyes and ears
because even though those work,

1173
01:04:07,544 --> 01:04:10,080
because I don't think
that that's cool.

1174
01:04:10,080 --> 01:04:12,816
And I don't mean to be
sarcastic about that

1175
01:04:12,816 --> 01:04:15,919
but we're denying them the
only access they have to learn

1176
01:04:15,919 --> 01:04:17,921
about the world when we do that.

1177
01:04:17,921 --> 01:04:19,923
Does that answer
anybody's question?

1178
01:04:21,958 --> 01:04:23,960
>> Participant 4: Yes, for me.

1179
01:04:26,362 --> 01:04:28,598
>> Hurst: My original
great question poser did

1180
01:04:28,598 --> 01:04:31,234
that give you anything at all?

1181
01:04:31,234 --> 01:04:32,235
>> Twinkle: Sorry.

1182
01:04:32,235 --> 01:04:33,236
Yes, it did, thank you.

1183
01:04:33,236 --> 01:04:35,238
>> Hurst: It did to you
Twinkle, but to the person

1184
01:04:35,238 --> 01:04:36,239
who asked the question first,

1185
01:04:36,239 --> 01:04:38,808
and I'm sorry I didn't
get your name.

1186
01:04:38,808 --> 01:04:39,809
>> Participant 3: Oh, okay.

1187
01:04:39,809 --> 01:04:41,811
I don't know if you're
referring to me.

1188
01:04:41,811 --> 01:04:42,812
I don't know.

1189
01:04:42,812 --> 01:04:44,814
It answered part of our
question and kind of opened

1190
01:04:44,814 --> 01:04:50,520
up more questions
because we were talking

1191
01:04:50,520 --> 01:04:53,857
about tactile objects
versus tactile symbols

1192
01:04:53,857 --> 01:04:57,427
and when the transition
should occur because it seems

1193
01:04:57,427 --> 01:04:59,829
like parents want to
push toward the symbols

1194
01:04:59,829 --> 01:05:02,165
because there are more 
there's a book of symbols

1195
01:05:02,165 --> 01:05:04,167
and things like that,
but then it seems

1196
01:05:04,167 --> 01:05:06,803
like the child doesn't
really have understanding

1197
01:05:06,803 --> 01:05:08,238
of what those symbols are.

1198
01:05:08,238 --> 01:05:11,074
And we're wondering if there
are they're even effective

1199
01:05:11,074 --> 01:05:14,144
or functional or even-
should even be used

1200
01:05:14,144 --> 01:05:16,813
when children are
functioning below three

1201
01:05:16,813 --> 01:05:18,148
or the three year old level.

1202
01:05:18,148 --> 01:05:20,617
>> Hurst: I would say they're
not ready for that yet.

1203
01:05:20,617 --> 01:05:24,320
Yeah, I would say
they are not ready.

1204
01:05:24,320 --> 01:05:27,323
Your goal is certainly that
you can get them to the place

1205
01:05:27,323 --> 01:05:29,325
where things like that
can be meaningful.

1206
01:05:29,325 --> 01:05:33,963
And again this is where we've
got to know enough stuff

1207
01:05:33,963 --> 01:05:36,499
to be able to talk
to parents about it.

1208
01:05:36,499 --> 01:05:40,503
But in terms of where
they're functioning,

1209
01:05:40,503 --> 01:05:47,377
we hav- we can't  it would
be like saying we're only going

1210
01:05:47,377 --> 01:05:50,847
to let you interact
with a very young child

1211
01:05:50,847 --> 01:05:53,616
as if they were a
30 year old.

1212
01:05:56,719 --> 01:05:59,889
You could do it, yeah, you
can do it, and they may pick

1213
01:05:59,889 --> 01:06:04,661
up some things, but a certain
amount of what they're going

1214
01:06:04,661 --> 01:06:08,565
to do, they have to do
it the way they do it.

1215
01:06:08,565 --> 01:06:12,068
We can't jump light years away

1216
01:06:12,068 --> 01:06:15,138
if we really want
to help the child.

1217
01:06:15,138 --> 01:06:18,641
And I know that some of it, and
I have to admit to this myself,

1218
01:06:18,641 --> 01:06:21,177
I think some of it comes down
to a cultural bias we have

1219
01:06:21,177 --> 01:06:27,483
that if you aren't communicating
non symbolically there's no

1220
01:06:27,483 --> 01:06:30,520
value in that.

1221
01:06:30,520 --> 01:06:33,990
And the reality is there
is value in any kind

1222
01:06:33,990 --> 01:06:36,593
of communication that
you can do and we have

1223
01:06:36,593 --> 01:06:39,262
to help parents be
okay with that.

1224
01:06:39,262 --> 01:06:40,730
And it's not an easy thing.

1225
01:06:40,730 --> 01:06:42,398
Again, I understand that.

1226
01:06:42,398 --> 01:06:44,200
It's not an easy thing.

1227
01:06:44,200 --> 01:06:49,472
But if you look at the research
you can't  a tactile symbol is

1228
01:06:49,472 --> 01:06:53,042
a form of communication and
it's a very abstract form

1229
01:06:53,042 --> 01:06:55,979
of communication.

1230
01:06:55,979 --> 01:07:00,049
You can't have that really
be meaningful to a child

1231
01:07:00,049 --> 01:07:05,288
until they have the concept of
what that experience represents.

1232
01:07:05,288 --> 01:07:09,759
And for these children,
because of their disabilities,

1233
01:07:09,759 --> 01:07:14,631
their multiple disabilities,
they haven't had the opportunity

1234
01:07:14,631 --> 01:07:17,567
to have the experiences yet.

1235
01:07:17,567 --> 01:07:19,569
And so what we have to do
is give them the experiences

1236
01:07:19,569 --> 01:07:24,040
so that then they'll
have the concept

1237
01:07:24,040 --> 01:07:28,745
so that then we can put the
label on it and say this thing

1238
01:07:28,745 --> 01:07:31,247
that you just experienced,
this thing that you just held

1239
01:07:31,247 --> 01:07:37,820
in your hand and that has these
certain properties we call, bam,

1240
01:07:37,820 --> 01:07:41,457
but they don't even
have that yet.

1241
01:07:41,457 --> 01:07:45,261
They haven't had
those experiences.

1242
01:07:45,261 --> 01:07:47,697
They have been 
the experiences they

1243
01:07:47,697 --> 01:07:53,803
for the most part have had,
have had to do with their body.

1244
01:07:53,803 --> 01:07:57,507
They don't know things
beyond arm's reach.

1245
01:07:57,507 --> 01:07:58,841
And some of them not even 

1246
01:07:58,841 --> 01:08:01,277
and arm's reach is
like three inches.

1247
01:08:01,277 --> 01:08:03,780
Does that help a little bit?

1248
01:08:07,250 --> 01:08:08,251
>> Participant 5: Yes.

1249
01:08:08,251 --> 01:08:10,253
I think we are on
the same wavelength,

1250
01:08:10,253 --> 01:08:12,488
that we do understand
you know the types

1251
01:08:12,488 --> 01:08:15,358
of symbols do have some
use for some students,

1252
01:08:15,358 --> 01:08:18,227
but for some other
ones it is beyond them

1253
01:08:18,227 --> 01:08:21,397
and at this point
then let's remain

1254
01:08:21,397 --> 01:08:23,366
as the object in this function.

1255
01:08:23,366 --> 01:08:26,369
And you know, if
we all want them

1256
01:08:26,369 --> 01:08:29,639
to understand more abstract
concepts, but unfortunately some

1257
01:08:29,639 --> 01:08:32,909
of them are not going
to be ready

1258
01:08:32,909 --> 01:08:35,778
as fast as we want them to.

1259
01:08:35,778 --> 01:08:39,215
So we have to hold on to that.

1260
01:08:39,215 --> 01:08:41,617
>> Hurst: And again, it
is    and I get it.

1261
01:08:41,617 --> 01:08:45,455
It's hard for parents,
one, to hear, but it's hard

1262
01:08:45,455 --> 01:08:47,357
to kind of understand.

1263
01:08:47,357 --> 01:08:50,293
And I think that's
where our challenges are

1264
01:08:50,293 --> 01:08:53,529
as professionals is to
have good understanding

1265
01:08:53,529 --> 01:08:58,401
of the why's ourselves so we can
kind of help the parents come

1266
01:08:58,401 --> 01:08:59,469
to better understanding.

1267
01:08:59,469 --> 01:09:04,374
And I tell you that the
Sensory Learning Kit stuff

1268
01:09:04,374 --> 01:09:09,379
that Millie shared with
us, going in and looking

1269
01:09:09,379 --> 01:09:14,050
at the guide books and stuff
that are included in that,

1270
01:09:14,050 --> 01:09:18,454
I think maybe will give you
some additional information

1271
01:09:18,454 --> 01:09:20,690
that you can share
with your parents

1272
01:09:20,690 --> 01:09:22,058
so that they get  it's not

1273
01:09:22,058 --> 01:09:24,127
that we're not working
towards that.

1274
01:09:24,127 --> 01:09:28,097
And it's not that we're saying
your child won't ever do that.

1275
01:09:28,097 --> 01:09:31,834
What we're saying is we have to
start where they are right now

1276
01:09:31,834 --> 01:09:36,005
and we have to do these
things at the level that's

1277
01:09:36,005 --> 01:09:37,006
where they are right now

1278
01:09:37,006 --> 01:09:39,008
if we're going to
get to that place.

1279
01:09:39,008 --> 01:09:40,376
And it's not easy.

1280
01:09:40,376 --> 01:09:41,377
I mean it really isn't.

1281
01:09:41,377 --> 01:09:45,715
It's not easy to explain to
parents or administrators.

1282
01:09:45,715 --> 01:09:47,717
Sometimes it's not
easy to explain

1283
01:09:47,717 --> 01:09:48,718
to other educators, you know.

1284
01:09:48,718 --> 01:09:50,386
It's hard, it's really hard.

1285
01:09:50,386 --> 01:09:53,589
These kids are at
a different place.

1286
01:09:53,589 --> 01:09:56,059
Okay. I'm going to go on just

1287
01:09:56,059 --> 01:09:58,061
because I don't want
us to run out of time.

1288
01:09:58,061 --> 01:10:00,663
But we'll have time  all the
time we need at the end, I hope,

1289
01:10:00,663 --> 01:10:02,965
to have more questions.

1290
01:10:02,965 --> 01:10:05,535
And I really appreciate
the comments

1291
01:10:05,535 --> 01:10:10,073
and the sharing you
guys are doing.

1292
01:10:10,073 --> 01:10:12,008
>> Hurst: Strategy 10:

1293
01:10:12,008 --> 01:10:16,012
Use predicable schedules
and routines.

1294
01:10:16,012 --> 01:10:18,881
Brain research
teaches us that actions

1295
01:10:18,881 --> 01:10:22,585
and activities which become
routine require less energy

1296
01:10:22,585 --> 01:10:24,954
from our brains.

1297
01:10:24,954 --> 01:10:28,357
We also are more productive when
we can go through activities

1298
01:10:28,357 --> 01:10:32,695
without having to give each
step a great deal of thought.

1299
01:10:32,695 --> 01:10:35,164
The more we can make things
predictable and routine

1300
01:10:35,164 --> 01:10:38,668
for the child, the easier
it will be for that child

1301
01:10:38,668 --> 01:10:40,670
to attend to new information.

1302
01:10:42,505 --> 01:10:44,440
As we mentioned earlier,

1303
01:10:44,440 --> 01:10:48,244
predictability also
reduces stress.

1304
01:10:48,244 --> 01:10:51,347
We can cope with many things
we do not like if we know

1305
01:10:51,347 --> 01:10:55,985
when they are coming and that
eventually they will end.

1306
01:10:55,985 --> 01:10:57,987
That is why it is very important

1307
01:10:57,987 --> 01:11:01,090
to have a daily schedule
for your student.

1308
01:11:01,090 --> 01:11:04,760
There needs to be a
routine flow to each day.

1309
01:11:04,760 --> 01:11:08,197
Now, this doesn't mean that
every day is just alike,

1310
01:11:08,197 --> 01:11:13,035
but there should be a
predictable flow in each day.

1311
01:11:13,035 --> 01:11:16,806
Doing things in
a routine way supports learning

1312
01:11:16,806 --> 01:11:21,611
by building a scaffold so that
new information is highlighted.

1313
01:11:21,611 --> 01:11:23,713
A child familiar
with the routine

1314
01:11:23,713 --> 01:11:25,281
of making powdered drink mix

1315
01:11:25,281 --> 01:11:29,418
with a particular wooden spoon
will likely pay attention

1316
01:11:29,418 --> 01:11:33,156
if the metal spoon
is substituted.

1317
01:11:33,156 --> 01:11:36,325
He is alerted to
the novel part of the activity

1318
01:11:36,325 --> 01:11:40,029
and can deduce something about
the function of both spoons

1319
01:11:40,029 --> 01:11:42,799
because of the way
they are used.

1320
01:11:42,799 --> 01:11:45,635
He now adds the knowledge
that spoons can be made

1321
01:11:45,635 --> 01:11:50,273
of different materials or have
different shapes and sizes.

1322
01:11:50,273 --> 01:11:52,675
Without the familiar
structure of the routine,

1323
01:11:52,675 --> 01:11:58,548
the student may not focus
on this new information.

1324
01:11:58,548 --> 01:12:03,452
Any routine activity may vary in
length from day to day depending

1325
01:12:03,452 --> 01:12:06,656
on the variety of factors
like the child's physical

1326
01:12:06,656 --> 01:12:10,593
and emotional state, the
general flow of the classroom,

1327
01:12:10,593 --> 01:12:13,396
and unexpected events.

1328
01:12:13,396 --> 01:12:15,998
So for example, one day
the child may enjoy playing

1329
01:12:15,998 --> 01:12:18,401
in the Little Room
for 45 minutes,

1330
01:12:18,401 --> 01:12:21,904
and the next he may only
want to play for 20 minutes.

1331
01:12:21,904 --> 01:12:23,906
An interaction with
an adult may go

1332
01:12:23,906 --> 01:12:27,777
on for 5 minutes or 30 minutes.

1333
01:12:27,777 --> 01:12:30,079
We need to be flexible
with the amount

1334
01:12:30,079 --> 01:12:33,616
of time each activity takes
while trying to keep the flow

1335
01:12:33,616 --> 01:12:35,785
of events similar
from day to day.

1336
01:12:38,621 --> 01:12:41,157
Calendar systems
help the child know

1337
01:12:41,157 --> 01:12:43,860
that predictable
things are occurring.

1338
01:12:43,860 --> 01:12:46,796
Children who do not
have some anticipation

1339
01:12:46,796 --> 01:12:51,334
of regular routines may not
be ready for a calendar,

1340
01:12:51,334 --> 01:12:53,870
but they usually benefit
from having a symbol

1341
01:12:53,870 --> 01:12:57,473
to represent each
activity coming up.

1342
01:12:57,473 --> 01:13:00,977
Once there are specific
routine activities which occur,

1343
01:13:00,977 --> 01:13:05,047
associating a symbol with
that activity is important.

1344
01:13:05,047 --> 01:13:07,049
After some time the
child can begin

1345
01:13:07,049 --> 01:13:10,820
to use an anticipation level
calendar and may be able

1346
01:13:10,820 --> 01:13:15,291
to progress over time
to a daily calendar.

1347
01:13:15,291 --> 01:13:16,325
Just a note.

1348
01:13:16,325 --> 01:13:20,162
Most students under the
developmental level of 3,

1349
01:13:20,162 --> 01:13:22,999
are not ready to move to
higher level calendars

1350
01:13:22,999 --> 01:13:26,936
that reflect more
complex time concepts.

1351
01:13:26,936 --> 01:13:29,138
If you would like to
learn more about the use

1352
01:13:29,138 --> 01:13:31,140
of these calendars,
I would encourage you

1353
01:13:31,140 --> 01:13:34,610
to read Robbie Blaha's
book, <i>Calendars for Student

1354
01:13:34,610 --> 01:13:36,612
<i>with Visual and
Multiple Impairments

1355
01:13:36,612 --> 01:13:38,614
<i>Including Deafblindness.

1356
01:13:40,516 --> 01:13:42,718
>> Hurst: Strategy 11: Focus

1357
01:13:42,718 --> 01:13:46,923
on the student's
expressive communication.

1358
01:13:46,923 --> 01:13:49,792
My final strategy
is to remind you to focus

1359
01:13:49,792 --> 01:13:53,029
on the student's
expressive communication

1360
01:13:53,029 --> 01:13:55,631
and to limit your own.

1361
01:13:55,631 --> 01:13:57,633
First of all we have
to recognize

1362
01:13:57,633 --> 01:13:59,635
that these students
are primarily

1363
01:13:59,635 --> 01:14:02,405
non-symbolic communicators.

1364
01:14:02,405 --> 01:14:06,309
They communicate predominantly
through their behavior.

1365
01:14:06,309 --> 01:14:07,977
If we are responsive to all

1366
01:14:07,977 --> 01:14:10,546
of their communication
attempts it encourages

1367
01:14:10,546 --> 01:14:12,882
more communication.

1368
01:14:12,882 --> 01:14:16,719
Initially this might mean
that we respond to fussiness

1369
01:14:16,719 --> 01:14:20,623
by ending an activity
or a giggle as a request

1370
01:14:20,623 --> 01:14:23,726
to continue the activity.

1371
01:14:23,726 --> 01:14:25,761
This is another area
where information

1372
01:14:25,761 --> 01:14:28,998
from the parents can
be extremely helpful.

1373
01:14:28,998 --> 01:14:32,702
They know generally what their
child wants or needs just

1374
01:14:32,702 --> 01:14:35,371
from the way he or she behaves.

1375
01:14:35,371 --> 01:14:38,174
So make sure you understand
as much as possible

1376
01:14:38,174 --> 01:14:43,446
about how the child currently
communicates and what it means.

1377
01:14:43,446 --> 01:14:44,613
These
early attempts

1378
01:14:44,613 --> 01:14:47,783
to communicate can
be shaped over time

1379
01:14:47,783 --> 01:14:50,886
into more symbolic
communication forms.

1380
01:14:50,886 --> 01:14:53,589
But at the earliest
stages your focus is

1381
01:14:53,589 --> 01:14:56,892
on encouraging expressive
communication

1382
01:14:56,892 --> 01:14:58,894
in whatever form the child uses.

1383
01:14:58,894 --> 01:15:00,629
What Linda Hagood refers

1384
01:15:00,629 --> 01:15:04,834
to as 'conversations
without language.'

1385
01:15:04,834 --> 01:15:08,771
We also need to remember that
if we are doing all the talking,

1386
01:15:08,771 --> 01:15:10,673
the student isn't.

1387
01:15:10,673 --> 01:15:13,376
We should limit our
communication to moments

1388
01:15:13,376 --> 01:15:18,280
when she is not actively
engaged in self-activity.

1389
01:15:18,280 --> 01:15:20,383
Children will
take pauses in their play

1390
01:15:20,383 --> 01:15:25,654
to process the expedience and
we can interject comments then.

1391
01:15:25,654 --> 01:15:29,125
Dr. Nielsen suggests we
keep our responses low key

1392
01:15:29,125 --> 01:15:31,193
and avoid remarks
like, 'Good boy'.

1393
01:15:31,193 --> 01:15:36,699
Instead we might describe what
we saw the child doing like,

1394
01:15:36,699 --> 01:15:40,269
'I saw you open the
lid' or 'You're smiling;

1395
01:15:40,269 --> 01:15:43,305
you like being tickled.'

1396
01:15:43,305 --> 01:15:46,776
Our responsiveness to the
child's communication attempt

1397
01:15:46,776 --> 01:15:53,049
by making a desired action
occur speaks more eloquently

1398
01:15:53,049 --> 01:15:54,250
than all the words we can use.

1399
01:15:54,250 --> 01:15:56,252
>> Hurst: So we're going
to skip the summary

1400
01:15:56,252 --> 01:15:57,253
because y'all don't need that.

1401
01:15:57,253 --> 01:16:00,423
You can look at that on
your own because I did want

1402
01:16:00,423 --> 01:16:02,491
to take a few more minutes for
questions about these slides

1403
01:16:02,491 --> 01:16:08,764
that you saw and add a couple
comments and also want to look

1404
01:16:08,764 --> 01:16:11,000
at some of the resources.

1405
01:16:11,000 --> 01:16:14,036
And I'll start out by making
a comment because I've been

1406
01:16:14,036 --> 01:16:20,743
in a couple of situations
recently where the slide

1407
01:16:20,743 --> 01:16:23,979
that says focus on the child's
expressive communication

1408
01:16:23,979 --> 01:16:26,148
was questioned.

1409
01:16:26,148 --> 01:16:31,187
And I want to be clear
about what I mean with that.

1410
01:16:31,187 --> 01:16:34,590
I do not mean you don't
speak in front of the child.

1411
01:16:34,590 --> 01:16:37,927
I do not mean you
don't model language.

1412
01:16:37,927 --> 01:16:44,767
But what I do mean is that
we have to put a lot of focus

1413
01:16:44,767 --> 01:16:49,071
on what the child is doing
and how they're communicating.

1414
01:16:49,071 --> 01:16:50,172
However they're doing it.

1415
01:16:50,172 --> 01:16:51,607
And for some of these children,

1416
01:16:51,607 --> 01:16:53,943
especially the more medically
involved, we're talking

1417
01:16:53,943 --> 01:16:56,912
about things like changes in
respiration or an eye blink

1418
01:16:56,912 --> 01:16:58,214
or something like that.

1419
01:16:58,214 --> 01:17:01,884
I mean, I know that these
are the kinds of things

1420
01:17:01,884 --> 01:17:06,589
that are very, very
easy to overlook

1421
01:17:06,589 --> 01:17:08,757
because they're so dang subtle.

1422
01:17:08,757 --> 01:17:14,930
Again I'm going to stress
the value of videotaping.

1423
01:17:14,930 --> 01:17:18,167
Videotaping the child
interacting with others.

1424
01:17:18,167 --> 01:17:21,237
Because I think that's where
you will be able to pick

1425
01:17:21,237 --> 01:17:25,608
up on those often time very
subtle communication cues.

1426
01:17:25,608 --> 01:17:29,411
And then we want to respond
to them and we need to respond

1427
01:17:29,411 --> 01:17:31,413
to them in a way that's
meaningful to them,

1428
01:17:31,413 --> 01:17:33,916
which does not mean we
don't model language.

1429
01:17:33,916 --> 01:17:35,651
I'm not saying that.

1430
01:17:35,651 --> 01:17:39,655
But we have to respond in a way
that has meaning to them first

1431
01:17:39,655 --> 01:17:42,157
and then we model or along

1432
01:17:42,157 --> 01:17:46,428
with it we pair what
is a more targeted,

1433
01:17:46,428 --> 01:17:53,035
more higher level
symbolic communication.

1434
01:17:53,035 --> 01:17:56,171
So that's a real important
thing I want to stress

1435
01:17:56,171 --> 01:18:01,010
because I've had  I saw
Barbara Miles recently.

1436
01:18:01,010 --> 01:18:05,681
She was at a training we
did and she questioned that.

1437
01:18:05,681 --> 01:18:09,852
And I was like, at this
developmental level it's not

1438
01:18:09,852 --> 01:18:14,423
that you're not modeling, but
you really have to shut up

1439
01:18:14,423 --> 01:18:17,526
and pay attention to
what that child is doing.

1440
01:18:17,526 --> 01:18:19,828
And respond to their
communication attempts.

1441
01:18:19,828 --> 01:18:23,632
And again I go back whenever I
sort of get stuck I learned this

1442
01:18:23,632 --> 01:18:27,736
from Lilli, think about the
child, the typical child that's

1443
01:18:27,736 --> 01:18:30,339
at that developmental level.

1444
01:18:30,339 --> 01:18:36,111
And when we've got a newborn
we're not responding to them

1445
01:18:36,111 --> 01:18:41,383
with long sentences when we
sense  we're not expecting

1446
01:18:41,383 --> 01:18:42,618
long sentences from them.

1447
01:18:42,618 --> 01:18:44,920
We look into those
beautiful little faces

1448
01:18:44,920 --> 01:18:47,122
and if they scrunch their
nose we give it meaning.

1449
01:18:47,122 --> 01:18:49,391
We give it meaning.

1450
01:18:49,391 --> 01:18:51,660
And that's what I'm
talking about here.

1451
01:18:51,660 --> 01:18:55,064
We really have to
focus in on that

1452
01:18:55,064 --> 01:18:57,066
and we have to talk about that.

1453
01:18:57,066 --> 01:19:01,036
The other thing is, and
there's a really wonderful thing

1454
01:19:01,036 --> 01:19:03,372
in the Sensory Learning
Kit    no,

1455
01:19:03,372 --> 01:19:09,245
sorry in the Sensory Symbols
and Meanings Kit, the Sam's kit,

1456
01:19:09,245 --> 01:19:13,882
that helps you target language

1457
01:19:13,882 --> 01:19:17,319
at those early developmental
levels.

1458
01:19:17,319 --> 01:19:21,290
And Millie took us through this
yesterday and it is fabulous.

1459
01:19:21,290 --> 01:19:26,195
And what they've done is
they've taken environments

1460
01:19:26,195 --> 01:19:28,530
that are the typical
environments

1461
01:19:28,530 --> 01:19:31,066
that a young child is
going to experience

1462
01:19:31,066 --> 01:19:33,769
and they've got the
most important words

1463
01:19:33,769 --> 01:19:35,771
and they've done research
to come up with these.

1464
01:19:35,771 --> 01:19:39,041
They weren't just oh, random, I
think this would be a good word.

1465
01:19:39,041 --> 01:19:44,747
And it helps you when you are
developing your instructional

1466
01:19:44,747 --> 01:19:48,984
situation and your
interactions with your child,

1467
01:19:48,984 --> 01:19:52,988
or your student, that
you have agreement

1468
01:19:52,988 --> 01:19:56,258
about which words are the most
important words to focus on

1469
01:19:56,258 --> 01:19:59,428
and that you're going
to use the same word.

1470
01:19:59,428 --> 01:20:01,497
Because these kids
may not be able

1471
01:20:01,497 --> 01:20:05,200
to learn five different
ways to say, you know,

1472
01:20:05,200 --> 01:20:09,705
whatever entree you're
having for dinner.

1473
01:20:09,705 --> 01:20:11,740
There has to be consistently
there.

1474
01:20:11,740 --> 01:20:17,246
And then the other thing is
when we are using language,

1475
01:20:17,246 --> 01:20:19,748
we need to simplify it.

1476
01:20:19,748 --> 01:20:21,083
You know, think about it.

1477
01:20:21,083 --> 01:20:24,119
You don't need to use
five run on sentences.

1478
01:20:24,119 --> 01:20:27,356
Use simple word combinations.

1479
01:20:27,356 --> 01:20:29,992
One and two or three word
combinations like you do

1480
01:20:29,992 --> 01:20:31,493
with an infant or a toddler.

1481
01:20:31,493 --> 01:20:33,495
So that's one thing.

1482
01:20:33,495 --> 01:20:36,865
Okay I know we're running
close on time.

1483
01:20:36,865 --> 01:20:41,870
Yeah. So while I'm chatting
with you let me go ahead

1484
01:20:46,108 --> 01:20:49,044
and make sure you have the
secret code, which is 120130.

1485
01:20:49,044 --> 01:20:52,614
That's the code you need to
include in your evaluation,

1486
01:20:52,614 --> 01:20:54,717
your online evaluation
if you would

1487
01:20:54,717 --> 01:20:56,485
like to receive a certificate.

1488
01:20:56,485 --> 01:20:58,487
We'll keep that up for a minute.

1489
01:20:58,487 --> 01:21:03,425
Let's see if there's anything
else to stress on this.

1490
01:21:06,795 --> 01:21:08,797
Oh, I think that's
good enough for me.

1491
01:21:08,797 --> 01:21:12,000
Before I hit some of these
resources that I think

1492
01:21:12,000 --> 01:21:16,004
that I want to really
make you aware of.

1493
01:21:16,004 --> 01:21:18,006
Are there
questions or comments?

1494
01:21:23,078 --> 01:21:26,782
Okay let me just point out
a couple on your handout

1495
01:21:26,782 --> 01:21:30,652
if you look at page
6, at the very top

1496
01:21:30,652 --> 01:21:33,388
of the page is the active
learning website, 

1497
01:21:33,388 --> 01:21:38,327
and there are links to
a lot of information

1498
01:21:38,327 --> 01:21:41,096
about materials there.

1499
01:21:41,096 --> 01:21:44,800
Some of them are under
forms, but just kind of look

1500
01:21:44,800 --> 01:21:46,502
through that whole page.

1501
01:21:46,502 --> 01:21:49,138
We're going to try to keep
adding more and more stuff

1502
01:21:49,138 --> 01:21:52,207
up there about active
learning, including some videos

1503
01:21:52,207 --> 01:21:54,443
that you may find useful.

1504
01:21:54,443 --> 01:21:55,911
Then
down just a little further

1505
01:21:55,911 --> 01:21:59,681
on the page is the link for the
<i>Home Talk</i> so you can go
there

1506
01:21:59,681 --> 01:22:04,019
and download that and I
really want to encourage that.

1507
01:22:04,019 --> 01:22:08,157
If you have not seen
Barbara Miles' webcast

1508
01:22:08,157 --> 01:22:12,561
on the Perkins' site, where she
talks about hands and touch,

1509
01:22:12,561 --> 01:22:15,731
that is  this is
a great resource

1510
01:22:15,731 --> 01:22:18,667
and it's a wonderful thing
to share with parents.

1511
01:22:18,667 --> 01:22:22,371
They can view it from
their computer at home

1512
01:22:22,371 --> 01:22:25,407
and I think it will help
them understand a lot,

1513
01:22:25,407 --> 01:22:28,911
especially when we're talking
about the mouthing stuff

1514
01:22:28,911 --> 01:22:32,114
and touch, that's a really
good resource to give them.

1515
01:22:32,114 --> 01:22:34,917
As well as the article
Talking the Language

1516
01:22:34,917 --> 01:22:36,251
of the Hands to the Hands.

1517
01:22:36,251 --> 01:22:38,887
I think both of those are really
good to share with parents.

1518
01:22:38,887 --> 01:22:43,892
of the Sensory Learning Kit
and the Symbols and Meaning Kit

1519
01:22:48,430 --> 01:22:51,700
and I think it's not
absolutely confirmed,

1520
01:22:51,700 --> 01:22:56,238
but we are leaning towards
doing a study group next year

1521
01:22:56,238 --> 01:23:00,042
on the Sensory Learning Kit and
the Symbols and Meaning Kit.

1522
01:23:00,042 --> 01:23:02,911
So I'm putting that out there
right now so that if any

1523
01:23:02,911 --> 01:23:06,582
of you have end of the year
funds to buy stuff you may want

1524
01:23:06,582 --> 01:23:10,519
to get some of those materials
so that you can join

1525
01:23:10,519 --> 01:23:12,521
in the study group
and learn more

1526
01:23:12,521 --> 01:23:15,157
about what those
materials can do for you.

1527
01:23:15,157 --> 01:23:17,826
Because they're really  
I liked them

1528
01:23:17,826 --> 01:23:20,095
when I first saw them, but
now that I know what to do

1529
01:23:20,095 --> 01:23:22,097
with them I'm more
enamored of them.

1530
01:23:22,097 --> 01:23:25,834
I think this pulls so
much of this together

1531
01:23:25,834 --> 01:23:27,836
and really is a great tool.

1532
01:23:29,805 --> 01:23:30,806
Let me think.

1533
01:23:30,806 --> 01:23:32,808
I think we're about out of time.

1534
01:23:32,808 --> 01:23:33,809
We are out of time.

1535
01:23:33,809 --> 01:23:34,810
So I'm going to stop there.

1536
01:23:34,810 --> 01:23:37,479
Thank you all so much
for being a part of this.

1537
01:23:37,479 --> 01:23:38,947
I appreciate your comments.

1538
01:23:38,947 --> 01:23:43,385
And I appreciate the
chat that was shared.

1539
01:23:43,385 --> 01:23:45,721
I got a note that some of
my people are having trouble

1540
01:23:45,721 --> 01:23:47,122
with the Home Talk link.

1541
01:23:47,122 --> 01:23:50,659
And they put up a
different number,

1542
01:23:50,659 --> 01:23:55,664
which is https colon slash slash
[cough] Nationaldb dot org slash

1543
01:24:05,207 --> 01:24:12,080
library slash page slash 789.

1544
01:24:12,080 --> 01:24:14,683
And if you have trouble
getting to it just email me

1545
01:24:14,683 --> 01:24:18,086
and I'll make sure I can get you
to it or I'll download the file.

1546
01:24:18,086 --> 01:24:21,290
In fact, what I may just do is
download the file and post it

1547
01:24:21,290 --> 01:24:25,160
up under today's website so
that y'all can easily download

1548
01:24:25,160 --> 01:24:26,161
that file yourself.

1549
01:24:26,161 --> 01:24:29,798
Because I had a little
trouble finding it at first.

1550
01:24:29,798 --> 01:24:32,000
Okay. Well, thank you again.

1551
01:24:32,000 --> 01:24:36,204
>> Participant 6: I'm sorry,
Kate, aren't the kits available

1552
01:24:36,204 --> 01:24:40,042
with federal quota funds?

1553
01:24:40,042 --> 01:24:42,911
>> Hurst: I'm not
100 percent sure

1554
01:24:42,911 --> 01:24:45,747
about the federal quota
funds, but let me ask Sue that

1555
01:24:45,747 --> 01:24:51,420
and ask    and then
I'll shoot out a note

1556
01:24:51,420 --> 01:24:53,655
to the ESC's about it.

1557
01:24:53,655 --> 01:24:54,656
How's that?

1558
01:24:54,656 --> 01:24:55,891
To share.

1559
01:24:55,891 --> 01:25:01,063
>> Participant 7: [inaudible]

1560
01:25:01,063 --> 01:25:02,497
>> Hurst: I'm sorry?

1561
01:25:02,497 --> 01:25:04,499
>> Participant 7: You
are able to purchase them

1562
01:25:04,499 --> 01:25:06,001
with federal COTA funds.

1563
01:25:06,001 --> 01:25:09,871
>> Hurst: Okay so you can get
them with federal quota funds.

1564
01:25:09,871 --> 01:25:11,873
Good.

1565
01:25:13,241 --> 01:25:17,512
>> Hurst: In summary, children
under the developmental age

1566
01:25:17,512 --> 01:25:21,383
of 3 learn through their own
self-activity and are not ready

1567
01:25:21,383 --> 01:25:24,953
for more traditional
instructional approaches.

1568
01:25:24,953 --> 01:25:27,289
As educators working
with these children

1569
01:25:27,289 --> 01:25:30,459
who are significantly
developmentally delayed,

1570
01:25:30,459 --> 01:25:32,928
we need to use different
educational strategies

1571
01:25:32,928 --> 01:25:34,463
with them.

1572
01:25:34,463 --> 01:25:35,564
Denying this need

1573
01:25:35,564 --> 01:25:40,035
for a different educational
approach does not serve them.

1574
01:25:40,035 --> 01:25:42,771
In response to those who
are not familiar with

1575
01:25:42,771 --> 01:25:44,906
or do not understand
how to do this,

1576
01:25:44,906 --> 01:25:48,010
we need to share the
evidenced-based practices

1577
01:25:48,010 --> 01:25:50,846
that we know will work.

1578
01:25:50,846 --> 01:25:54,216
We need to be able to explain
and advocate for programming

1579
01:25:54,216 --> 01:25:57,652
that meets these
children's need.

1580
01:25:57,652 --> 01:26:00,522
If the child is
not making progress using more

1581
01:26:00,522 --> 01:26:03,558
traditional practices
because they are not ready

1582
01:26:03,558 --> 01:26:08,964
developmentally, we need
to try other techniques.

1583
01:26:08,964 --> 01:26:11,833
By using these practices,
our intent is

1584
01:26:11,833 --> 01:26:14,302
to build foundational
skills and concepts

1585
01:26:14,302 --> 01:26:17,606
that will allow the
child to benefit in time

1586
01:26:17,606 --> 01:26:21,810
from more traditional
educational approaches.

1587
01:26:21,810 --> 01:26:24,346
So some of the strategies
we want you to focus

1588
01:26:24,346 --> 01:26:27,883
on include:
Recognizing the parents

1589
01:26:27,883 --> 01:26:32,421
as experts and utilizing
their expertise.

1590
01:26:32,421 --> 01:26:35,891
Conduct thorough and
on-going assessment.

1591
01:26:35,891 --> 01:26:38,493
Keep stress to a minimum.

1592
01:26:38,493 --> 01:26:42,464
Pay attention to the child's
emotional development.

1593
01:26:42,464 --> 01:26:45,000
Base instruction around
the child's preferences

1594
01:26:45,000 --> 01:26:47,135
and interests.

1595
01:26:47,135 --> 01:26:48,136
[Slide
start] Allow for

1596
01:26:48,136 --> 01:26:50,906
and encourage self-directed
learning.

1597
01:26:50,906 --> 01:26:54,409
Provide appropriate
interactions based

1598
01:26:54,409 --> 01:26:57,412
on the child's level
of development.

1599
01:26:57,412 --> 01:27:00,982
Use touch and provide
opportunities

1600
01:27:00,982 --> 01:27:04,352
to develop the tactile senses.

1601
01:27:04,352 --> 01:27:08,857
Slow it down, pacing
is everything.

1602
01:27:08,857 --> 01:27:13,428
Predictable schedules
and routines work.

1603
01:27:13,428 --> 01:27:16,331
Focus on the child's
expressive communication.

1604
01:27:20,335 --> 01:27:23,738
What follows is a
list of references and resources

1605
01:27:23,738 --> 01:27:27,142
to help you learn more about
specific educational practices

1606
01:27:27,142 --> 01:27:30,112
and resources that are
beneficial for students

1607
01:27:30,112 --> 01:27:32,414
at this developmental level.

1608
01:27:32,414 --> 01:27:36,118
I would like to highlight
just a few of these.

1609
01:27:36,118 --> 01:27:37,953
To
access more information

1610
01:27:37,953 --> 01:27:40,489
about Dr. Nielsen's
Active Learning approach,

1611
01:27:40,489 --> 01:27:44,926
visit our Active Learning
page on the TSBVI website

1612
01:27:44,926 --> 01:27:48,630
at www dot tsbvi dot edu forward
slash outreach forward slash

1613
01:27:48,630 --> 01:27:49,631
equals 3415.

1614
01:27:49,631 --> 01:27:54,636
To learn about the use
of calendars you may want

1615
01:28:05,480 --> 01:28:08,383
to review a copy of Robbie
Blaha's <i>Calendars for
Students

1616
01:28:08,383 --> 01:28:10,385
<i>with Multiple Impairments
Including Deafblindness.

1617
01:28:10,385 --> 01:28:12,387
This will help you
determine which level

1618
01:28:12,387 --> 01:28:15,157
of calendar system you- that may
be appropriate for your student

1619
01:28:15,157 --> 01:28:20,462
and give you a step-by-step
process for using the calendar.

1620
01:28:20,462 --> 01:28:23,165
I would also encourage you
to visit the Communication

1621
01:28:23,165 --> 01:28:25,467
for Children with
Deafblindess or Visual

1622
01:28:25,467 --> 01:28:26,968
and Multiple Impairments site

1623
01:28:26,968 --> 01:28:31,973
at http colon forward slash
forward slash distance dot tsbvi

1624
01:28:36,278 --> 01:28:42,317
dot edu forward slash
communication forward slash.

1625
01:28:42,317 --> 01:28:43,318
The section

1626
01:28:43,318 --> 01:28:46,254
on Interaction will be
particularly helpful to you.

1627
01:28:48,623 --> 01:28:52,994
Design to Learn has many
wonderful products to share.

1628
01:28:52,994 --> 01:28:56,464
Some of these tools, especially
the Communication Matrix,

1629
01:28:56,464 --> 01:28:59,968
the Home Inventory of
Problem-solving Skills

1630
01:28:59,968 --> 01:29:01,203
and the School Inventory

1631
01:29:01,203 --> 01:29:04,506
of Problem-Solving Skills
are very nice resources

1632
01:29:04,506 --> 01:29:06,508
for assessment with
these children.

1633
01:29:09,578 --> 01:29:12,647
Some of my favorite articles
that really help me think

1634
01:29:12,647 --> 01:29:14,216
about the instructor's role

1635
01:29:14,216 --> 01:29:17,886
with these children include
Peggy Malloy's

1636
01:29:17,886 --> 01:29:22,224
'Harmonious Interactions',
Stephanie MacFarland's 'Overview

1637
01:29:22,224 --> 01:29:24,793
of the van Dijk Curriculum
Approach'

1638
01:29:24,793 --> 01:29:26,795
and Barbara Miles'
'Talking the Language

1639
01:29:26,795 --> 01:29:29,297
of the Hands to the Hands'.

1640
01:29:29,297 --> 01:29:30,298
And by the way,

1641
01:29:30,298 --> 01:29:33,034
if you haven't already
visited Perkins webcasts,

1642
01:29:33,034 --> 01:29:34,236
let me recommend starting

1643
01:29:34,236 --> 01:29:37,172
with Barbara's presentation
on hands and touch.

1644
01:29:39,507 --> 01:29:42,477
Dr. van Dijk now has
his very own website,

1645
01:29:42,477 --> 01:29:48,583
www dot drjanvandijk dot org.

1646
01:29:48,583 --> 01:29:51,386
On this site you will find
a wealth of information

1647
01:29:51,386 --> 01:29:55,190
about his approach and research.

1648
01:29:55,190 --> 01:29:57,192
Of course, if you
really want to learn

1649
01:29:57,192 --> 01:30:00,095
about Dr. Nielsen's
Active Learning Approach,

1650
01:30:00,095 --> 01:30:02,230
read any of her books.

1651
01:30:02,230 --> 01:30:05,800
Three that I have found
particularly helpful include

1652
01:30:05,800 --> 01:30:09,070
<i>Are You
Blind?, Space and Self,

1653
01:30:09,070 --> 01:30:10,505
and M<i>unctional Scheme.

1654
01:30:10,505 --> 01:30:17,412
Learning Kit and the
Symbols and Meaning Kit

1655
01:30:17,412 --> 01:30:22,751
from APH developed
by Millie Smith.

1656
01:30:22,751 --> 01:30:24,519
I have also included a number

1657
01:30:24,519 --> 01:30:27,555
of my favorite articles
by Dr. van Dijk.

1658
01:30:27,555 --> 01:30:30,892
The first is 'Development
Through Relationships,

1659
01:30:30,892 --> 01:30:34,396
Entering the Social World'.

1660
01:30:34,396 --> 01:30:38,133
And then there are two articles
dealing with brain development

1661
01:30:38,133 --> 01:30:41,069
that I particularly
like, one is 'Strategies

1662
01:30:41,069 --> 01:30:45,707
in Deafblind Education Based
on Neurological Principles'

1663
01:30:45,707 --> 01:30:48,476
and 'Lessons Learned
from Neurobiology'.