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SPED 537 ECSE Methods Multiple Disabilities

SPED 537 ECSE Methods Multiple Disabilities. Deborah Chen, Ph.D California State University, Northridge March 20-21, 2006. Selected Websites. Blind Babies Foundation Fact Sheets http://blindbabies.typepad.com/resources Vision Associates http://www.visionkits.com Medline

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SPED 537 ECSE Methods Multiple Disabilities

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  1. SPED 537 ECSE Methods Multiple Disabilities Deborah Chen, Ph.D California State University, Northridge March 20-21, 2006

  2. Selected Websites • Blind Babies Foundation Fact Sheets http://blindbabies.typepad.com/resources Vision Associates http://www.visionkits.com Medline http://www.nlm.nih.gov/medline/plus Type in vision simulations or visual impairment

  3. Visual Preference: 0-6 months Months 0 1 2 3 4 5 6

  4. Cortical Visual Impairment • Use color • Use common objects • Make changes gradually • Encourage tactile exploration • Avoid visual clutter and other distractions • Allow time for response • Use routines and repetition

  5. Strategies to Encourage Vision Use • Light structuring • Simplify • Color and contrast • Patterns • Movement • Positioning • Multisensory needs • Motivation

  6. Introducing Glasses • Glasses must fit and be comfortable • Clean lenses • Elastic straps • Favorite activities to encourage vision use • Playing with toys or eating • Remove glasses before child tires of them • Gradually increase time child wears them

  7. Prompt Hierarchy for Activity • Auditory cue • Demonstration or tactile modeling • Visual or tactile prompt (object cue) • Physical prompt or touch cue • Physical guidance

  8. Small Group Activity • Pair up one person is the child with VI (with simulator) • Other person is the sighted peer or teacher • Introduce the toy/activity to child but do not use speech/sign • Select and use a various cues/prompts to show the child what to do or to encourage interaction and turn-taking. • Change roles

  9. Potential Effects of VI and Additional Disabilities Child: • Reduced access • Reduced motivation • Increased dependency • Increased passivity Others: • Reduced expectations

  10. Encouraging Movement and Exploration • In contact with child’s body • Near space • Far space • Concepts • Orientation and mobility skills

  11. Books: Early Literacy • Print embedded in pictures • Few words on page (5 or fewer) • Large bold print (20 pt or >) • Redundant print • Lift-the-flap, slot books • Predictable books Justice, L.M., & Kaderavek, J. (2002) Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8-13.

  12. Visual Impairment and Autism • Object use and play • Social interactions • Response to sensory stimuli • Stereotypic behavior • Communication and language • Overall development

  13. Gaze Aversion • Motor issue • Overstimulation • Confusion • Stimulus-bound on other object • Affective factors (people, objects, activity) • Sensory-motor demands • Attention difficulties • Lack of motivation

  14. DEFINITIONS • Mutual Tactile Attention: adult and child attend to same activity or object through mutual touch • Tactile Modeling: adult demonstrates use of object or activity by having child feel her movement

  15. Mutual Tactile Attention • Joint attention and sharing through touch • Sensitive and non-controlling touch • Focus on child’s interest • Many factors may influence child’s reaction

  16. Tactile Modeling • Observer feels the demonstrator’s action • Model the action multiple times • Provide wait time between tactile models • Determine whether tactile modeling is effective

  17. Play Dough • Pair up, one person close eyes (blind) Other person is sighted. • Use tactile modeling to show the child how to play with the play do. • Change roles

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