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Dr. Jan van Dijk discusses the education of children who are deafblind. Chapters:
1. Early Research;
2. Vision's Importance in Emotional Development;
3. Emotional Connections and the Developing Brain;
4. The Sense of Touch;
5. Early Intervention;
6. Security and the Biology of Stress;
7. The Biology of "It";
8. The Importance of Friendship;
9. Taking Time to Connect;
10. Resonance
864
12/15/2020
Rachel Allen yearned for friendship and found it in her high school drill team. Rachel and her mother, Catherine, share a glimpse of their fantastic, frustrating, high-energy, and sometimes heartbreaking journey. Recorded at the 2015 Deafblind Symposium in Austin, TX.
Click the Resources button for a transcript (txt) and/or audio recording (mp3).
685
2/11/2016
01/30/2014
Kate Hurst discusses strategies for instruction when a child or student with visual impairment or deafblindness is under the developmental age of 3 years; i.e. in the sensory-motor stage. 11 specific strategies are discussed, with reference to research by Dr. van Dijk, Lilli Nielsen, and Barbara Miles.
Click the Chapters button above to view individual segments:
- Introduction
- Parents are Experts
- Assessment
- Minimize Stress
- Emotional Development
- Child's Interests
- Self-directed Learning
- Appropriate Interactions
- Tactile Sense
- Pacing is Everything
- Predictable Schedules
- Expressive Communication
- Discussion
- Summary & Resources
Click the Resources button for a transcript (txt), handout (pdf) and/or audio recording (mp3).
9473
7/15/2015
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