Description of graphical content is included between Description Start and Description End. Transcript Start [Slide start:] Read by speaker Audio Description: A slide reads, Non-verbal Communication. At the bottom are logos for Penrickton Center for Blind Children, Texas School for the Blind and Visually Impaired, and Perkins School for the Blind. [ Slide start: ] Description Start: Title: Chidren with Disabilities Content: • May provide less interpretable information • Fewer cues Description End: Patty Obrzut: Children with disabilities may provide less interpretable information and fewer cues. [ Slide end: ] How do children with special needs communicate? They tend to use non-verbal communication. Kids don't say, "Hey, I like that toy. Bring it over here again." Usually, they give you a grunt, or a smile, or they move their hands slightly. So it's the adult's responsibility to really pay attention to those cues, and try to figure out what a child means by them. So remember, children use movement to communicate their feelings. [ Slide start: ] Description Start: Title: Non-Verbal Communication Content: • Use movement to communicate feelings • Many time misinterpreted or missed Description End: The difficult thing is, a lot of times, when children move, an adult might misinterpret why they moved; and the worst thing, yet, that an adult can do is that they can miss the movement completely. [ Slide end: ] So let's say, for example, you have a child who has a cup on the table, and they are eating a meal. And all the child does, if they have some vision, is they look at the cup. Or perhaps they take their hand, and they just move their hand slightly to the cup to indicate that they want something to drink. And if that adult is so busy talking to someone else in the room, or they turn their head for a moment from the child that they are feeding, and they miss that little sign of the hand movement, or the look, or maybe the child [Smacking Sound], you know, smacks their lips. Then that communication was missed completely. And so maybe that child is not reinforced. You know, move your hand, someone will give you something to drink. So, if they move once or twice and nothing happens, eventually that child stops moving at all, because it doesn't mean anything. It's not valuable. So remember, it's the adult's job to really pay attention to the non-verbal communication that a special needs child is giving. And making sure that they understand the communication, hopefully, and that they try to pay attention, as much as possible, to the communication that is happening. So, you really have to give your full focus to a child while you are playing with them. [Slide start:] Read by speaker Audio Description: A slide reads, Active Learning Space, www.activelearningspace.org. May 2017. At the bottom are logos for Penrickton Center for Blind Children, Texas School for the Blind and Visually Impaired, and Perkins School for the Blind.