Sensory Room Use: An Intervention Tool for for Developing Visual Fluency in Children with Cortical Visual Impairment (CV

1. Sensory Room Use: An Intervention Tool for for Developing Visual Fluency in Children with Cortical Visual Impairment (CVI) © Sharon K. Summers, ABD, M.Ed.

2. Rationale of the Study (1) • The purpose of this study is to examine how sensory room environments benefit a child diagnosed with cortical visual impairment (CVI) and additional disabilities in the development, maintenance, and progression of visual efficiency skills in naturally occurring environments. Specifically, this research will analyze the learning experiences of children as they participate in both sensory room and primary placement activities that facilitate functional use of vision.

3. Rationale of the Study (2) • In addition, instructional strategies used by the classroom staff and teacher of students with visual impairments (TVI) will be reviewed to determine if learned skills were as a direct result of sensory room design or a combination of the two. This study will not attempt to quantify the data collected based on professional responses, rather it will document the way sensory rooms can be used as a tool for intervention in terms of room design, presentation of activities, and prescribed instructional strategies used to generalize skills to naturally occurring environments. The concept of ecological learning will guide the study and will offer insight into how the instructional environment can be modified to provide meaningful experiences to children with the most significant disabilities.

4. Abstract (1) • Cortical visual impairment (CVI) is a complex condition and more common than most would suspect. The characteristics of CVI may vary from child to child and may not be representative of all children who carry the diagnosis Students diagnosed with CVI are a complex group and they present many unique challenges to educators at all levels on the educational continuum. These challenges are reflected in program design, curriculum, program planning and evaluation, and Individual Education Plan (IEP) development.

5. Abstract (2) • The current study will examine the use of sensory room environments with a child diagnosed with CVI and additional disabilities in the development, maintenance, and progression of visual fluency (e.g. tracking, shift of gaze behaviors). • This is a qualitative case study involving one child diagnosed with CVI and additional disabilities to be conducted over a six-week period. The study will be guided with five research questions:

6. Research Questions (1) • 1. What design characteristics of the sensory room facilitate functional use of vision in a child with CVI? • 2. What is the association between materials used in the sensory room and increased utilization of tracking/shift of gaze?

7. Research Questions (2) • 3. How does the use of the sensory room support increased visual fluency (tracking/shift of gaze) as a result of increased arousal in a child with CVI? • 4. What instructional strategies did the classroom teacher use to link visual skill development (tracking/shift of gaze) in the sensory room to other naturally occurring environments?

8. Research Questions (3) • 5.What instructional strategies did the teacher of students with visual impairments use to link visual skill development (tracking/shift of gaze) in the sensory room to other naturally occurring environments?

9. Chapter I Summary

10. Chapter II Summary (1) • In this chapter, the review of literature on cortical visual impairment, visual efficiency skill development, and the use of sensory rooms as an intervention is examined. Findings reveal that scholarship from medicine and anecdotal information from practicing professionals are more readily available than empirical studies in the field of special education. Many professionals in the field of special education have been producing valuable and descriptive anecdotal information. While literature found in the field of education does not reach the level of empirical studies, it does show that education professionals have observed behavioral characteristics identified in the theoretical and medical literature.

11. Chapter II Summary (2) • Literature relating to the use of sensory rooms has demonstrated a wide variety of positive outcomes versus non-sensory room use. The thrust of use has been non-directive, lacking educational benefit or therapeutic gain. No conclusive theories have been determined due to limits in the data, differences in methodological design, and control of conditions in the sensory room. Researchers have identified the need for additional scientific studies which examine the clinical values of the sensory room design with varying disability groups. Although there are differing opinions surrounding the use of sensory rooms, it is evident that is there is need for research in the area of CVI, visual efficiency development in children with CVI, and the use of sensory rooms.

12. Chapter III Summary (1) • This chapter examined qualitative methodology and case study design as it relates to the use of sensory rooms in the development and maintenance of visual efficiency skills in a child diagnosed with CVI and additional disabilities. The qualitative case study design is best suited for this study due to the limited number of participants and programs available.

13. Chapter III Summary (2) • The researcher identified the purpose of the design, the definition of case study, the research questions, where the study will take place, how access will be gained, who will participate, and the criteria selection for participation. In addition, data collection and data management techniques were discussed. This section was followed by an explanation of the procedures to ensure trustworthiness, credibility, dependability, and confirmability.

14. Chapter III Summary (3) • Finally, the researcher will use an ecological approach to synthesizing the data since students with CVI are dependent upon their home, community and school programs to overlap, and each are contingent upon the other for student success. Urie Bronfenbrenner (1979) developed a model which helps explain why humans develop in their unique environment or ecologies. It will be used to help the reader understand how the influences of the educational environment and the interaction in both the sensory room and naturally occurring environments affect the case with individual development.

15. Chapter III Summary (4) • Bronfenbrenner’s ecological systems theory (1979) focuses on the quality and context of the child’s environment. He states, “that as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child’s physical and cognitive structures grow and mature (p. 253).” Given that nature continues on a given path, how does the world that surrounds the child help or hinder continued visual efficiency development? This question will be the final one answered through synthesis of the data.

16. References • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.