2017_23_February_YogaWebinar This video is posted online with the following chapter markers: Chapter 1. What is Yoga & Its Benefits Chapter 2. Academic IEP & Related Service Goals Chapter 3. Support Levels Chapter 4. Environment Chapter 5. Yoga Routine Chapter 6. Materials Chapter 7. Implementation Description of graphical content is included between Description Start and Description End. Transcript Start [Music]. Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. [Music fade out] Fade to black. Chapter 1. What is Yoga & Its Benefits Kassy: Hi. Welcome, thank you so much for joining us today. Today is Part three of the Yoga for Children with Visual and Multiple Impairments webinar series. I can't believe we've made it this far! Oh, let's get started. [ Slide start: ] Description Start: Title: About Your Presenter Content: left-side text: Kassy Maloney.... M.S. TVI/O&M from FSU Registered Yoga Teacher Certified Radiant Child Yoga Teacher Mom of 2 right-side photo: Kassy Maloney Description End: Basically I'm Kassy. I have a master's degree in orientation and mobility from the Florida State University, I'm also a registered yoga teacher and I have two young boys, so I get to play with this stuff at home, as well. [ Slide end: ] And this webinar is going to be focused specifically on children who are in an academic setting, or are older students. For the last webinars, we did one that covers for all students, and then the second webinar was one for more students with multiple impairments. But today we're really focusing on the web-- the children with-- children who are in an academic setting. [ Slide start: ] Description Start: Title: What is Yoga? Description End: What is yoga? Same as before. For us, for our purposes, yoga is an exercise. It is not any sort of religious experience, there's no spiritualism, there's no deities, nothing like that. We use yoga to help students learn how to move their bodies and, also, to infuse other academic... experiences. [ Slide start: ] Description Start: Title: For our purposes, yoga is NOT Content: • Yoga is NOT a religious or spiritual practice. • Does NOT include prayers, deism, or honoring any other presence besides thyself. Description End: Yoga can benefit all students. [ Slide start: ] Description Start: Title: Benefits of Yoga (for anyone) Content: left-side photo: Figure 2 Student standing on yoga mat in Warrior 1 pose. right-side text: • Increases oxygenation of the blood • Increases strength • Lowers stress levels • Increases self-efficacy skills • Increases happiness and health through exercise • Increases flexibility Description End: Everybody-- all of us alike and I want you to know that. It can benefit you, it can benefit all of your students, as an exercise. It does all of the things that exercises do and it also will help with the self‑determination skills, that we really need our students to have... and their strength, their flexibility, and all of that good stuff. But why? I mean, we talk about movement, we talk about... so many different things about why we should get our kids to move. [ Slide end: ] And basically, the thing that you need to walk away from, today, is that movement makes the brain better. So it's not just something that your yoga teacher should do, it's not just something that your PE teachers, or your O&M, or your OTs, or PTs should do, although that is great. But it is something that should be included and expanded upon in all realms of your students' life. Because all movement is going to help make the brain better. It helps the neurons connect, and it helps the students regulate their bio-behavioral state. You guys know if a student is too tired, they're not paying attention to it. If they are too wired, they are not paying attention to you. So, you can use yoga in different activities to help them figure out how to regulate, and how to become more balanced, so that they can focus, and then they can learn just while seated. If you would like more information about that, Brain Gym is really good, as well as Learning Bodies, Ready Minds. They all have fantastic information about how and why the-- it all really works for the brain. In this hour that we're together, like I said, we're focusing on students who are more academic or older students. Last time, we worked a lot with students who have multiple impairments, and just to give a quick summary, in case you weren't on that exact webinar; students with multiple impairments, they need a lot of hands‑on, they need a lot of really hyped-up energy from you, they need songs, they need to be silly, they need it to be fun, and they need it to be pretty short, in general. But for students who are older, we will go into a little bit more about that. But they need a different approach, because they are a different kind of kid. So let's just show a clip for the people who weren't on the last webinar, or maybe the people catching the replay, of what it might look like for students who are younger, who might be in a more-- less academic setting. Can we show that clip? [ Video start: ] All right. [Multiple voices] [indiscernible]. [Chanting] Dinosaur walk, dinosaur walk, dinosaur, dinosaur, dinosaur walk. Dinosaur walk. [Multiple voices] [indiscernible]. [Chanting] Dinosaur, dinosaur, dinosaur walk. Okay, we go back. [Chanting] Ba dump, ba dump. Ba dump, ba dump. Ba dump, ba da, da, da, dump, ba dump. Ba dump, ba dump. Ba dump, ba dump. Ba da, dump, ba dump! Wooo! [ Video end: ] Kassy: Great. So, that was a different part of the class that you would have seen last time or if it's new for you, that's great. I'm glad that you got to see that. And that class, they have a bunch of students and a bunch of teachers helping, they are lower level, multiply impaired students, more on a daily living curriculum, so they are using the movement more for the movement and the spatial awareness, and a little bit of self‑determination, and social skills, and things like that; and interacting with one another. Chapter 2. Academic IEP & Related Service Goals And like I said, we're going to focus more on academics, now. So, let's switch gears just a little bit. And talk about our older students and how you would use yoga in a more academic setting. When you are ready to get started, with your yoga... class, there are a couple of things that you need to know, and you need to define, before you even step foot in the class. The first one, is going to be your IEP goals. Especially for students who are academic, you need to make sure that this ties directly into their state curriculum, and to their IEP goals, so that way you have a reason to be doing this, and using their academic time. You really want to make sure to maximize your students' time that you have them, and so this will help you do that. If you know exactly what IEP goals you are targeting it will really help you to focus and know what to do for the rest of it. And we'll get into that. So, here are some goals that I literally just pulled out of... the software that we have, and I, of course, changed student's name to student. You will see there's a couple, here, that I'll show you, but you also have some more in your handouts, you will see exactly how this can relate. The first one is a reading goal, which is really good. So, by a specific date, given the modified materials and expectations, basically your student is going to increase their uncontracted Braille skills. Oops! That's not yoga, right? But it is. It really is, and I'll show you how in just a second. In your handouts you have two more that aren't included on these slides. So you can just go over-- go ahead and read them. They are... more... language arts and a sensory one. And then, you can also infuse related service goals, says the O&M teacher, right? So for your communication, say that you have a... a student who has speech/language, you might be able to get the speech and language pathologist, in with you, and use what they are doing, and incorporate some yoga, using a tactile graphic organizer. And some other things you can help the student... with those skills, as well. So here's a clip and I want you to take note of exactly how the student is using braille and reading, in order to facilitate his yoga experience. [ Video start: ] Student: [Indiscernible]. Number two. Ohm [Indiscernible] N-A-M-O. N-A-M-O. Ohm Namo. Behind you. There it is. First word. Up dog. And it's, Down Dog, Up Dog. Number three, Up Dog. Teacher: Up Dog and Down Dog. Student: Down Dog and Up Dog. Teacher: Good choice. Student: [indiscernible]. You like [indiscernible] at the airpot in Houston, Texas. They like... angel. They like A-N, A-N-G-L... angel... breathing. Teacher: Angel breathing. Student: Angel, like airport in Houston, Texas. Today is Austin, Texas. Teacher: What's going to be number four? Number four. Partner... forward [indiscernible]. Put it on the calendar. B-U-I-L-D-I-N-G, building number 6 [indiscernible]. Teahcer: Partner Forward Bend. Good. Student: Number five [ Video end: ] Kassy: The student in that video was using Braille to... to do his list, his calendar. And he also, I want to let you know, that he goes and he uses that to make choices. So, in some of those, he will also make a choice about what he wants to do. Sounds like self‑determination and leadership skills to me, right? So, let's think about it now. Let's get involved. [ Slide start: ] Description Start: Title: Poll: Content: List an IEP goal that you can support through yoga. Description End: Tell me an IEP goal that you can think of, just a general one, that you can support through yoga. Let's pretend there are no wrong answers. Positioning for O&M, yes, yes. Perfect. Spatial awareness? Of course. Do I have some O&M people on here? [ Slide end: ] Following multiple-step directions, yeah. A social opportunity at a community yoga class. You guys are great. Self advocacy, uh‑huh. Yeah, so you can infuse all of those things into your yoga class. I would also stretch it, and say you can do some reading, possibly even-- it would be hard to find some math, but maybe some math, language arts, communication, social skills, all of those things, technology. I use a lot. There's- there's a wide variety of academic, IEP goals that you can support through yoga. And then that way you can also try to get some teachers involved, as well. That's always fun, too, right? Chapter 3. Support Levels This second thing that you need to figure out, before you even start your yoga class, is your ratios, and the support staff that you are going to need. And I'm talking do this before you even step foot in the room. You will need to know how much time you have with the student; can you pull them out for a full class period, are you just going to be going in and working with the class itself, do you only have five minutes at the end of an O&M class, or maybe a braille pullout. Whatever you have, use that to determine what kind of class you're going to have, and how much support you're going to need. [ Slide start: ] Description Start: Title: 2. Support Content: Ratio: 1:3-1:4 What To Do: Gather and train your support staff or peers prior to the start of your first class! Decide on: ● Roles/ responsibilities ● Sequence ● Common goals ● Who will work with which students ● Expectations of students Description End: You're going to also need to gather your support staff, train them, decide on the roles and responsibilities, your sequence, your routine, and also, if you are working with another staff member, you want to make sure that you are sharing common goals. If you have too many goals that you were working on, and too many cooks in the kitchen, you might have the situation where you are working on one thing, and the OT or PT is working on another, the speech therapist is working on another, and lo and behold it... doesn't necessarily work, because each kid might be focusing on something else. [ Slide start: ] Description Start: Title: 2. Types of Yoga Sessions Content: left-side text: Yoga Break left-side photo: Figure 4 Students sitting at a table. Two teachers are seated at desks in the background. left-side text: Group Class left-side photo: Figure 5 Students in foreground are leaning forward with their knees and heads on gym mats in Child’s Pose. Teachers are assisting students. Students in background on yoga mats are leaning forward forward in child’s pose or seated. Teachers in background are seated. Teachers in background are seated on chairs observing. right-side text: 1 to 1 right-side photo: Figure 6 Student on yoga mat with knees, head, and hands on mat, reaching foward in Child’s Pose. Description End: There are basically three types of yoga sessions; it all breaks down to. One would be the Yoga Break, and we'll- we'll go into all of these in greater detail in a second. But, as you can see, in a Yoga Break, they're all still in the classroom, they're all still, actually, at their desks. There's a group class, where you gather a group of students, whether they're all visually impaired students, or whether they are a mixture and those classes are super fun; or whether it's one‑on‑one with you and your student. That's probably what most of us are going to have, is the one‑on‑one. But I want to give you a wide variety so you can maybe like open your mind, and see what else might be out there. Let's show you a clip of the Yoga Break, and Yoga Break is really just... an intermittent movement break. This clip is actually with a-- one of our teachers is a Speech/Language Pathologist, but she's also a yoga teacher, and they don't actually get up and move-- and that's totally fine-- they do a little meditation, and we really wanted to show you that. So we can go ahead and take a look at that clip. [ Video start: ] Leader: Everyone ready? Students: Yes. Leader: Okay. Push your chair [indiscernible]. Sit back. Put your hands on your lap. And just focus on your breathing, and if you have any vision, close your eyes. Okay. [Yoga bell rings]. [silence]. [distant voices] [Yoga bell rings]. [silence]. [distant voices]. Teacher: Thank you, Nancy. Good job. Leader: Oh, no problem. Thanks- thanks for not having me take out my phone and do that. You were my resource. [ Video end: ] Kassy: [giggles] So, in that situation they're doing a little bit more of a meditation, so that way they can begin their class and be present, pay attention, during their speech class. You can use your creativity and take this a whole bunch of different ways, but I thought that was really unique, and something fun that they do; and something that you can use, and help support the teachers that you work with, in implementing in their classes. I mean, this took like, what, two minutes-- less than that-- and they can help get their students centered and relaxed, before they move on to the next lesson. Sometimes the kids need that little bit of a mental break, even if they don't get up and walk around or change classes. So, for your one‑on‑ones, we have a couple of clips to show you. The first clip is-- is a student who is academic, and I pull her from class, and we actually go into a gym‑like setting. It's our OT/PT room. You will get to see what we do, and the high level movement that she gets to try, because we're one‑on‑one. You will also notice, and we'll talk more about this later, but that I am just verbally giving her directions, and this is a pretty complex move. So I'm interested to see what you think. [ Video start: ] Kassy: And now we're going to do some simple, easy twists. Can you pick your right hand up, up, up to the sky and place it on the ground behind you? Good. Left arm up, up, up, up and place it on your right knee. Good. This time take a big inhale and lift your shoulders, exhale, twist to the right. Student: [exhales] Kassy: Good. Come back to center. Both hands on your knees, and we're going to do the other side. You are going to liiiift your left arm up, up, up, up, and place it on the ground behind you. Good. Press into your hand. And then lift your right arm up, and place it on your left knee. Bamm! Lift your shoulders and take a big inhale. Exhale and twist to the left. Now come back to center. Good! Yeah! Now does your back feel all nice and tingly and warm? Student: Yes. Kassy: Good! Let's get started with some poses. Okay? We're going to start with downward facing dog. Can you come on to your hands and knees, please. Good. And your hands are underneath your shoulders, your knees are underneath your hips. Good. And for this one-- yep-- the bottoms of your toes are down on the ground. Now, ready, we're going to lift our hips high, high, high, lift, lift, lift, lift, lift. Goooood! And come back down. Yeah! We'll press into all of your fingers, and we're going to do it one more time. Ready. Inhale, lift, lift, lift, lift, and come back down. Good job! Can you come into child's pose. You remember what that is. Nice! So, you bring your knees in, your toes are back, and your hips come on to your heels. Can you stretch your arms out, way far out. Ohhh, reach! [ Video start: ] Kassy: So, those are just some examples of movements that you can do with an academic, older student. Now, the next clip is going to be very different. Remember how I said that for younger students you use a lot of music, and... you might have much higher energy, and you might, just like, be a lot more lively and it may not be as much of like a calming experience. Well, this next student, she was actually in the same class as the first student, but she needs different things, and she has different interests. And so, since I pulled her one‑on‑one, I could tailor to those interests, and we did do some movement to music. So you can go ahead and take a look at that clip. [ Video start: ] CD Player: Stretch out your arms, really, really, really, wide, we're going to go side-to-side. Here we go! [music] Student: [singing] Tick tock, little yellow clock. Here we go. CD Player: [singing] Tick, tock, little yellow clock. Tick, tock, little yellow clock. Tick, tock, little yellow clock. Student: [giggling] CD Player: And breathe. Everybody, reach down, all the way down, and wind up your toes! Tickle, tickle, tickle. And... come all the way up, and wiggle your knees! Everybody wind up your belly buttons... and wind up your nose! Okay. We're going to go back. Student: Ready Ms Kassy? Kassy: Mm-hmmm. CD Player: Stretch out your arms, really, really wide. Here we go. Student: [singing] Tick tock, little yellow clock. CD Player: Tick, tock, little yellow clock. Tick, tock, little yellow clock. Tick, tock, little yellow clock. And breathe! [ Video end: ] Kassy: [Giggling] I was obviously the handyman filming that one, as you can probably tell I'm not a videographer. She did great, though. And she had that down. She loved it, and it really helped her spatial awareness, her proprioception, and all that information. Now, your spatial awareness that will really help your braille reading. And you will notice, time and time again, that it's really hard to know top and bottom, in a braille cell, if you can't figure out top and bottom in your own body. And so by doing those movements, you also are helping the TVI or the general Ed teacher. Now, this clip is one of my favorites. This is such a great routine to watch. Oh, my goodness! This teacher is an O&M teacher, and her student is older. Now, he is-- he has multiple impairments. But it still goes along the same lines of what we're talking about, because you might use some music for some things, but mostly his classes are-- very much like you would see in a private yoga session, that you might do with like a yoga teacher, out in the world. It's not like a kids' yoga session. It's very adult. And they even do some really complex movements. These movements are not even in the book-- they're really complex-- but I want you to see that the whole world is your oyster, and you can really take this stuff and run with it. [ Video start: ] Student: Number four. After. One, two. Oooone. Two. Teacher: Come here. Go ahead. Ooone... Two, three, four. Partner forward bend. Teacher: Okay. So straighten your legs out and I will sit behind you. Are you ready? Student: [Indiscernible]. Teacher: Up high. Student: [Indiscernible]. Heidi [Indiscernible]. Teacher: One, two, three, four, five, six, seven... [together] eight, nine, tennn. Student: H is for hair! You love hair... Teacher: One, two, three, four, five, Student: H is for hair! Teacher: seven [together] eight, nine, tennn. Teacher: And you sit up. Student: H is for? Teacher: Heidi's hair. Heidi [indiscernible]. Student: One, two, Teacher: Another one. Student: Three. Teacher: [Indiscernible] that is too far, Heidi! Okay! Now, [together] one, two, three, four, five, six, seven, eight, nine, 10. Student: Left! One, two, three, four, five, six, seven, eight, nine, 10. Number nine is-- number nine. Rock and roll. [ Video end: ] Kassy: And I just noticed counting, math, so maybe there's another one, as well. You can see the complexity of the level of... movements that they did or they can be really simple. It's completely up to you, in whatever the student needs. And next, we're going to go into a group class. Now, let me break this down for you. This class was... my all‑time favorite class that I've ever had, because it was so crazy. And you will get to see that sometimes having a group class is so great for the student. And sometimes it's a little bit like a circus. You just have to tame the circus. And it's really helpful to know who your support staff is, and train them beforehand. [ Slide start: ] Description Start: Title: Group Class Content: center text: Group of students who practice together. center photo: Figure 9 Students in foreground are leaning forward with their knees and heads on gym mats in Child’s Pose. Teachers are assisting students. Students in background on yoga mats are leaning forward forward in child’s pose or seated. Teachers in background are seated. Teachers in background are seated on chairs observing. Description End: As you can see just by this picture, I did not train everybody beforehand. I did not have that down at that point. And... the support stuff that I had, they are not trained teachers. They are residential instructors, and while they are so great, in their own right; this was a yoga class that we did after school. [ Slide end: ] We gathered up the entire team, all of the academic, elementary school students, came in, and they did yoga together. There definitely needed to have been some more structure, on my part, as far as teaching the paraprofessionals what needed to happen. Because I was the one running around. But you will also get to see that every student is at a different level. And that's really good. And, also, in here, we're in the OT/PT room. So, for big group classes you... wouldn't be in an office or a closet, or whatever you have. You'll want to be in a bigger space. We'll talk a little bit more about that, when we get to environments. But I really want to show you... a clip here, so we'll take a look. [ Video start: ] [Multiple voices] [ Video end: ] Kassy: [laughing] So, I super duper loved that class. I hope you enjoyed that clip. At first, they were going into Downward Facing Dog. I don't know if you can tell. [laughing] And I always have them start on all fours, and then, they can try downward facing dog if they want to. In... in a lot of yoga studios, or when we go to yoga-- if you like yoga-- Downward Facing Dog might be one of the first poses that you do, but for our students, it's pretty high level. So, I always start with all fours, but you can see that all of the students did it differently, all of the students needed different levels of help, and... I really needed to get all of my support staff, who were there, and available, and had that time, in to help me, as well; and really go over what the kids should be doing. But nonetheless, we had a great time. It was a first pancake lesson. Every single time. And all of the kids... had fun. So, that's what you need to figure out with... your IEP goals, and your support staff, and the type of class that you're going to have. Chapter 4. Environment And now, let's switch a little bit, and talk about where are you going to host this thing, at all. You have a ton of choices and I, of course, can't show you the choices that you have. [Photo start:] Figure 10 picture of floor space in an office. But some of them might include... your office, especially if it's one‑on‑one, I have definitely done yoga-- this is... our student area, or you could do it outside on a track. You can do it in... a gym‑like area. But wherever you do it, it needs to have a few things; and it's in your handouts. But you need to make sure that the lighting doesn't have any glare. If it does, make sure that you close the windows. You also need to make sure that you adjust the lighting to whatever the students' needs are. So, if the students has Retinitis Pigmentosa, you are not going to have the lights off all the way. If students have glare issues move them away from the window, or close the windows, or then turn off the lights. [Photo start:] Figure 11 Students practicing yoga in an open space in a classroom. You could also have it in the classroom. And this- this picture... the students are doing yoga... in their own classroom. This isn't our school. This is another school obviously. But just make sure that... there's not too much sound. And that the space is free of... most clutter- most clutter; considering this picture that's on. [Photo start:] Figure 12 Picture of a gym, with a gym mat in the center of the floor. But, like this-- I'm not used to-- okay, whatever. This is our OT/PT room. And, so, you might be able to see that there's some swings back there-- [laughing] I'm not used to this at all. Thanks, sorry you guys. There's some swings back there. Please take them down, if you are going into a room with swings, or if they have... rolling chairs, or big huge things set up. You might always want to move those mats away, or just make it work, like I have done in the past. [Photo end:] Chapter 5. Yoga Routine So, your routine. This is where it gets good. If you have been on any of the past webinars, you have heard me talk about a yoga routine, and guess what, same thing. You need a routine. For students who have atypical social development, they might need these same exact routine every single time. For students who are more academic, or they- they can just go with the flow, they might something completely different. [ Slide start: ] Description Start: Title: 4. Yoga routine Content: “A routine is an instructional strategy developed to increase the level of participation in activities for students who require consistency and repetition in order to learn.” - Millie Smith Description End: Millie Smith defines a routine as an instructional strategy that's been developed to increase the level of participation in students... who require consistency and repetition in order to learn. That's all of us. I don't know about you, but I go grocery shopping on the same time, every Saturday morning. I'm sure you have habits and things that you do that are routine, because it helps you get it done. [ Slide end: ] And the more that you do the routine, the more that you learn, and the better you get at it. So, please, whatever you do, have a routine. There's some more information in your handout about routines and exactly why you need a routine, but just basically, they are absolutely imperative for your students' learning. Now, on the next slide, we'll go into your general Yoga Routine. [ Slide start: ] Description Start: Title: General Yoga Routine Content: 1. Breathing 2. Movements and Activities a. Seated/Warmup b. StandingPoses c. (Optional: Activities) d. Cooldown 3. Relaxation 4. Valediction Description End: Your general Yoga Routine, what you're going to do. It doesn't matter if you have five minutes, if you have an hour and five minutes. However long you have, you're going to follow these steps. First you're going to center, tune into your breathing, whatever you want to you will call it, for number one. And then, you're going to do your movements and your activities. However that looks. If you are going to go into standing, you'll start seated, go up into standing, do some standing things, and then come back down. So, a lot easier to have that up, and then down rather than up down, up down, up down. Unless, of course, that's your goal and you want to make the student get up and down, because maybe they're working on that in OT/PT. Then of course that's fine. But generally you will start calm, get more excited, stand up, and then calm back down. And then they're going to do some sort of relaxation. Whether it's two minutes of breathing, whether it's-- however it looks, for you. If you're doing a quick Yoga Break, it might just be a chime, it might just be closing breaths-- something like that. And then you're going to leave. You're going to say "namaste," or whatever you say, goodbye we're done. [ Slide end: ] But within this, if you have students who can handle a different kind of routine, then you might be able to change it up. You might be able to just do some same movements, and then-- for a class that I'm teaching right now, we do this cool game called, "pick a pose." And I just brailled out a bunch of yoga cards that just have the print and the braille. I cut them up, just so that it's just the Braille... and the print on the card, and then the students pick a pose. Now, we started with a full‑on routine so that they could learn the moves. But now they do "pick a pose," and then they have to teach it. So they are also learning how to say, and demonstrate, and lead the moves, as well. Again, so these are options, but that's going to be your routine. Chapter 6. Materials And then, the last thing that you are going to do, before you start your class, is you are going to figure out what materials you need. Maybe you need a cool, awesome book written by some amazing people, here at the Texas School for the Blind and Visually Impaired. Maybe you need a yoga mat or yoga mats. Maybe you need... the printed or embossed movement routine. Can we show that picture? That one is really cool. Thanks. [Photo start:] Figure 13 Two yoga mats rolled up So, you might need some yoga mats. You might need-- let's see if this comes up. So, what I do a lot of times, is I will print out, or emboss... my movements, that I'll have them do. [Photo start:] Figure 14 Large print and braille list of movements You can take that routine, if you want to, it's in your handouts, it's pretty easy. That one is actually more for kids with multiple impairments. But you could use it if you would like. [Photo start:] Figure 15 Music CD with illustrated music notes And then, your music. If you are going to be using any music, make sure that you grab that, as well. And... I will let you know that Shakta Kaur Khalsa and... Karma Kids Yoga really make really good yoga CDs. [Photo end:] So, you can check out those- that music, if you'd like. Chapter 7. Implementation So now you have figured it all out. You are good to go. Day of comes. Let's talk about it. You have your routine. You have your support. You have your environment. Now what? Well, the first thing that you're going to do is make sure that this space is safe for your students. So, if you haven't already, make sure that you know how long it's going to take the kids to walk there, and how you're going to set it up. and things like that. Like the little things. You'll also want to know any expectations that are extra that you will have, on top of the yoga routine. Maybe the kids take off their shoes. Maybe the kids... have to gather their mats. Maybe the kids have to gather everything. Maybe they're responsible for the whole kit and caboodle. Or maybe they have partners; however they're actually going to get from the door, to seated, doing whatever they have to do. Think about that beforehand, so that way you can set the expectations for them, and so that they know what you would like. Right? For your yoga routine, go ahead and write this down, because it's not in your handout. Most-- this time I wanted you to be able to pick and choose, because you know your kids. But you can choose the Beginners Yoga Routine. I believe it's on Page 113 of the Children with Visual and Multiple Impairments book,or there's also a Basic Yoga Routine for middle school and high school students. Either of those are really great. The Beginners Yoga Routine is more like a broken down Sun Salutation, and your kids might like to do that. It has a lot of repetition, depending upon how much time that you have. Or you can do the Basic Yoga Routine. Whatever you choose, it's all good. So each movement, right? You get in, the kids are seated, you do your breathing, your tuning in; however you want to do it, and then the kids start moving. And then, oh, my goodness, what are you going to do? I will tell you. So, there are three different levels of adaptation that you can... use. [ Slide start: ] Description Start: Title: Levels of Adaptation Content: left-side text: Unmodified left-side photo: Figure 16 Student standing, bent forward and holding his ankles. center text: Variation center photo: Figure 17 Student holding onto her knees as she lifts one knee. right-side text: Adapted right-side photo: Figure 18 Student in chair lifting her knee. Her teacher kneels beside her. Description End: And in the book it describes all of these in detail. You basically have your unmodified one; the actual move that you would see, like if you were to go to a regular yoga class. Or the kind of movement that a sighted peer, without any physical disabilities might do. Then you have the variation. Yoga has so many different variations. Sometimes, this is going to be an easier way to do things. Sometimes, it's going to... just be a different way to do things. It just depends, and it explains it all, per pose, in the book. And then we have the adapted ones. The adapted are for students who can't get out of a chair, or they can't walk around, or maybe they choose to sit in a chair; whether it's a wheelchair, or another kind of chair. Maybe they use a walker, and they're seated on that part of the chair, and they stand and do some poses, or they sit and do some poses. So you have those three different levels. Every kid moves differently, and I want to show you a clip that we showed last time, these are students who have multiple impairments, but the clip is spot‑on with what you need to see. Because it shows different... students doing the same move, but differently. And I want you to see that real quick. Can we show it? [ Video start: ] [singing together] ... like a butterfly. Fly like a butterfly. Fly like a butterfly, in the sky. Fly like a butterfly. Fly like a butterfly. Fly like a butterfly, in the sky. [music] [singing together] Sleep like a butterfly. Sleep like a butterfly. Sleep like a butterfly, in the sky. [clapping to rhythm] [singing together] Sleep like a butterfly. Sleep like a butterfly. Sleep like a butterfly, in the sky. [music] Student: Stretch! [ Video end: ] Kassy: So, you saw the person who was the second from the front, he's like... got this! He didn't even need anybody. Then, the student who was in the front, he... has some CP in his arms and in his leg, and so he has a really hard time moving, and he needs physical assistance. And so he does a little bit different of a pose. And that's totally cool. What about the kids who don't just magically get it? How do you help them into the pose? This can be such a tricky thing. And honestly, I've been doing this for about ten years, and I still get stuck sometimes. This week, I specifically had to ask my class, like, "Did I say something wrong? Is this something that-- what did I do? Because all of you"-- I looked around, and like, everybody was doing something different; and none of it was what I thought I had asked for. So, it happens. It still happens, and that's okay. You basically have four levels of assistance. [ Slide start: ] Description Start: Title: Typical Levels of Assistance Content: 1. Verbal 2. Sound cues 3. Physical Modeling 4. Physical Assistance Description End: Verbal assistance, you're just telling them what to do. You have your Sound Cues. Maybe you... you snap, or you clap your hands, and you say, "Lift your arm." You have Physical Modeling, and you have Physical Assistance. [ Slide end: ] Now, I won't go too far into what each of these are, you have already seen it, but I do want you to see this clip, because, again, every single student in this clip has a different way of doing things, and they need something completely different. And in your classes, I want you to be prepared for your students, who have different ways of being able to perform. So, let's go ahead and look at this clip, and you'll get to see how everybody is doing things differently, and how their support staff is helping to support them. And not physically make them do the pose, but actually help the students do the pose themselves. [ Video start: ] [multiple voices]. [Indiscernible]. All: [singing] Dinosaur walk. Dinosaur, dinosaur, dinasour walk... Ba dump, ba dump. Ba dump, ba dump. Ba dump, ba da da da da dump, ba dump. Ba dump, ba dump. Ba dump, ba dump. Da da da dump, ba dump. Wooo! Student: Good job, Michelle! Staff: Can we do that one more time? Staff: Yes! That would be great. [student vocalizing] [Indiscernible] Staff: Okay, here we go. CD player: Dinosaur walk, dinosaur walk... Student: Going back. Staff: Here we go, keep walking. Big dinosaur steps. All: [singing] Ba dump, ba da da da da dump, ba dump. Ba dump, ba dump. Ba dump, ba dump. Da da da dump, ba dump. Wooo! [ Video end: ] Kassy: All right, we have the first student in the front, he wasn't able to physically pick up his legs. So, the teacher came and gave him some physical assistance. The student right behind, him doesn't need anything. I checked on him once, and I had to go back to my next student. The student behind him, the third one needed to visually see you doing the pose, and then he would follow. And then the student behind him, [laughing] had a completely different way. He needed some modeling... to help him do the pose. So, it's really interesting. In that class we have a group, and we also have a lot of support, so that way we can have a big group. So, as you are putting this altogether and you are going to do your class-- I want to leave you with a couple... pieces of information, some notes to jot down, just some ideas, before we look at a clip of- of a student of mine doing some... Sun Salutations, and you can see how she does that. The first thing that I want you to know, is to have grace with yourself. Because, as we all embark on this new journey, in bringing yoga to students with visual impairments, we're going to have a lot of obstacles. We might have administrators who don't really get it. We might have teachers who don't want to give up their academic time. You might have students who grumble. If you don't have students who grumble, please let me know, because I want to trade places. And you might have students who don't necessarily get it. They don't understand. You might have some... trouble trying to figure out like what they need, in order to make this happen, or-- I'm in situa- a situation, right now, where I thought this pose was going to be great for a class, and it's not. And one student loves it, and the rest of the class struggles. But, just this week, we were able to-- everybody was able to practice the pose. It was just like magical. I don't know what happened. Just to let you know that you might have-- you might just have things that happen. I like to think of it as the first pancake rule. You know how your first pancake does not come out, as you probably thought, you know, as you would like it. That happens in your yoga classes. Give it a little bit of time. Keep showing up. Keep holding space, for your students, for yourself, and for your support staff. Because we are-- we are honestly creating a movement within our profession. This isn't something that has been done for decades, and decades, and decades. We're really trend setting, and we're really starting something new. So, have a little bit of grace for yourself. Also, adapt the moves as you need to. We've taken different curriculum from other places, and we have adapted what we do to suit our students. And I know that itinerant teachers will adapt for what they need; people in a resource setting will adapt for what they need. If something is working for you, great. But if it's not, figure out a way to make it work and to adapt, adapt it. Like I said before, you might also want to make sure that you get there earlier than expected, or earlier than you need to, because you never know how the room is really going to look until you show up. It could be different every week. So, don't expect the room to look one way. Even here at TSBVI, I show up to a place, and one week it's great, and everything is all set up for me, and it's magical fairy grandmother, and I don't know how it happened. But then the next week, like we have the swings down, or somebody was in a rush, or the chairs aren't in the right places, or there's a big spill, or something might happen. So, make sure that you get there early, so that way, you can have the time to get everything ready. And, I also suggest finding music-- you can find free music, right-- that is calming for, maybe, as the students are walking in, because things tend to get really loud. And so, that way it helps center them, and it really starts off your routine. Remember the routines have to have a strong start and a strong end, that always stays the same. So, that will really help. I also have a song that I play at the end, that I really like. So, just some extra ideas. So, let's watch this last clip of my student, and then we can wrap up and go into our Q&A. So get your questions ready. Okay? Let's watch this clip. [ Video start: ] [soft music playing] Kassy: Come up to standing. Good. Inhale, exhale. Fold, bend down. Inhale, arms up. Exhale, bend down. Inhale, arms up. Last time. Exhale, bend down. Come on to all fours. Good. Look to the left. Look to the right. Look to the left, and the right. One more time. Look to the left. And look to the right. Come on all the way down to your belly. Bring your hands back. Inhale, lift. Exhale. Inhale, lift. Exhale. Go back down. Inhale one more time. And exhale, come down. Come to Child's pose. [soft music playing] [ Video end: ] Kassy: So again, the professional videographer over here [laughing]. I took that with a cell phone a couple of years ago. And my student really enjoyed just Sun Salutations, over, and over, and over again. And it took her a while to do them. I just put on some soft music, and we did that in my office. It's not a big space. But it doesn't have to be. It was quiet enough. There wasn't a lot of sound. There wasn't a lot of smells, you know. There wasn't a lot to really distract her, which I think she really needed, and she got to work on all of the skills that she needs to work on. So, Karla asked a fantastic question. And if any one of our admins wants to answer that, that would be great, too. I'm just going to give Karla my- my opinion, but Cyral, Kate, if you guys know the legal aspects of this better than I do. But, Karla, you are not-- you are doing things in the realm of your itinerant teaching, especially if you are a Certified Orientation and Mobility Specialist. You might want to look into your insurance for that. If you are itinerant, and you're contract, you should probably have insurance anyway; and you can go through AER to get that insurance. But if you are not, teaching a student to cross a busy intersection is going to be much more dangerous than teaching them to do any of these moves. Does that make sense? And everything that's in the book, and everything that's recommended, is nothing more than simple movements. We're not asking the students to do head stands, or anything that's going to injure themselves. There's also a note of precaution on every single... pose, page in the book, so it explains if a student is-- has low blood pressure, or if the student has even tight hips, or things like that, what to do about that. Does that make sense? But I'm glad that Cyral is typing, because she'll be able to answer it better for you. Oh, and Lisa you made it in, I'm so excited! Yeah. Cyral says that, "the positions are highly unlikely to be physically risky." I agree we specifically chose the positions. To be honest with you, we did not even include plank position in the book. And for down dog, it is considered a more advanced pose, and you do all fours first. Oh, good! I don't have a general form. I would figure out what your insurance is, and what your situation is, and use that part of your insurance. Especially, if you are working on spatial awareness and things like that. But you will have a greater risk, liability teaching street crossings and things like that, than you will with yoga. No, it doesn't matter to me. Some of the students-- Lisa asked, if I preferred sneakers to bare feet. No not at all. And a lot of students actually take off their shoes in our classes. Some of them choose not to. And it just depends on the student, and... and how much time we have, really, and their level of independence. These are great questions, as always. We literally have one minute left before-- before we have to go. Does anybody else have another question? I don't want your question unanswered. So, just type it in there. There you go, Hillary. Anybody else, get your questions in. While Hillary is typing, before it comes through, I'm just going to say, "namaste," thank you for joining me. I'm going to stay and answer Hillary's question. Where can you find the music? You have to buy it. I know. [ Title start: ] Description Start: Title: Radiant Child Yoga chidrensyoga.com Description End: I would search Radiant Child Yoga, and you can find-- it's Shakta Kaur Khalsa-- her information. I don't have a way to put it in the link. You guys, can I put the link in later? I don't know if I can. But Shakta Kaur Khalsa is really great. [ Title start: ] Description Start: Title: Karma Kids Yoga Description End: Also, Karma Kids Yoga. You can find those on Amazon, they're like 13 bucks, or something. Or, what I have done a lot, is iTunes, because I just plug it into my phone, and I just pick the music; the songs that I want, and I don't have to pay for a full CD. [ Title start: ] Description Start: Title: Ready Bodies Learning Minds www.learningbodies.com Description End: I don't know if I should say that. Okay. Well, thank you guys so much. It has been an absolute pleasure. You guys are welcome to email me, if you have further questions. [ Slide start: ] Description Start: Title: Yoga Teachers of the Visually Impaired facebook.com/groups/YogaTeacherVIP Description End: Also, we have a Facebook group, if you want to join, for people who are teaching yoga to students with visual impairments. Either email me, or it's Facebook.com, slash groups, slash yoga teachers VIP. Just email me, and I'll get you the link. [ Music ]. Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. Fade to black.