Open captioned. This presentation will focus on instructional strategies for working with infants and toddlers with vision impairment. The session will touch on a variety of topics including, assessment; strategies for developing vision and compensatory skills; glasses and patching; complex kids; motor strategies; working with other professionals; etc.

2411

10/26/2021

TETN 20440 - 19 of 19. Summary of the 11 Instructional Strategies for children under the developmental age of 3. Additional resources shared. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

357

2/14/2014

TETN 20440 - 18 of 19. Q&A for Strategies 10 and 11. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

291

2/14/2014

TETN 20440 - 17 of 19. Strategy 11: Focus on the student’s expressive communication. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

349

2/14/2014

TETN 20440 - 16 of 19. Strategy 10: Use predicable schedules and routines. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

322

2/14/2014

TETN 20440 - 15 of 19. Q&A for Strategies 5 through 9, Part 2. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

290

2/14/2014

TETN 20440 - 14 of 19. Q&A for Strategies 5 through 9, Part 1. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

306

2/14/2014

TETN 20440 - 13 of 19. Strategy 9: Pacing is everything. Slow it down, way down. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

308

2/14/2014