We have been informed by the Department of Public Instruction that the Department of Health Services (DHS) Birth to 3 Program is concentrating on three new priority areas that do not include collaboration with DPI. As such, we are allowing B-3 to have time to refocus resources and realign their priorities. Unfortunately this means that we are no longer available to provide support or resources to Birth to three staff. Concerns should be directed to Darsell Johns or Lori Wittemann at DHS.
How did we get from before to after?
Are patterned and predictable. (carpet for activity areas, tile for pathways, red tile for turns, yellow tile for doorways)Use defined spaces for specific activities. (carpet areas, rugs, enclosures (tent, table, tv tray)Visually augment the environment using color, contrast, placement and position. (tiles, color of paints, things at eye level)Tactually augment the environment using landmarks of interesting and various textures. (placement of landmarks)Lay out the environment to facilitate independent movement, route planning, sequencing and cognitive mapping using visual and non-visual clues. (defined routes, square, right angle turns)
Promote multisensory access to the environment and environmental information through intentional placement of curricular and enrichment content. (Beach House & hallway numbers)
Highlight environmental features that build concepts: door knobs, different kind of doors, 2 different water sources: water fountain, culliganSupport print, braille and object literacy and emergent literacy skills. Book boxes, print and braille labels. Hallway numbersDefine space to facilitate familiarization and orientation. Fam precedes orientation. Spaces can be small and enlarge over time by beginning in one defined area and expanding activities to other areas as positional & spatial concepts expand. Open cubbies make it easy for kids to see what is stored;
Support early O&M skills: defined routes, squaring off, sequencing, use of landmarks, early cane instruction, on-body and off-body trailing:Facilitate child-directed activity or “active learning” in which children learn from their own movement and initiation. Go-Go room; active learning corner on wood floor, HOPSA dress/track with tactile wall
Low luster paint to control glarecontrastblue line for tricycle lanes and “walking on the line”Red tile to indicate turns and corners (change direction)
Difference between this environment and most EC classrooms is that in a typical EC classroom, all the learning centers are against the wall with open space in the middle. For blind kids, the walls are left uncluttered and accessible for trailing to encourage independent route travel. This is where an understanding of spatiotemporal development comes in handy. When children reach the level of movement through proximal space and time the environmental set up is crucial to give kids a starting point (anchor) because of the sequence of learning about space relative to one’s own body.
This room features light blue walls; dark blue (navy) on the underside of soffit to reduce glare from window (especially for little room).
Highlight environmental features that build concepts.
Water fountain and clock are low; blue background highlights this water site.
Note seating appropriate for each level of spatiotemporal development
Outlining with colored duct tape can define boundaries.
Gotta love colored duct tape and electrical tape (tray)
Setting up a frog theme for activities.
The cane is 3-D; crocks because children will change into crocks when they come into the beach house (to practice DLS, fine motor skills)
One mom who toured said she was going to contact an art college in her area to see if the students could do a tactile mural in the school as part of their school project work.
Sunglasses, functional vision, early cane instruction; simple calendar system
Mardigras beads to give auditory feedback when the target is hit.
Observation in the present momentAnticipating the futureRemembering the pastAll part of sequencing skills which is part of the math/science standard. Taught in a functional, relevant way just because the environment is set up to facilitate the development of time and space concepts. Is concrete because of the on-body contact. An example of abstract space and time are: maps/clocks.
The object in the basket can be changed out. It can be theme related, sensory related, a favorite object or a surprise.
Camdyn gets a preview of the unfinished mural. The sand is all textured.
Marissa is wearing a clacker-bracelet to bring auditory/visual attention to where her hands are in space.
OT, Jenny, facilitates the use of auditory localization skills through water play in the beach house.
For children who don’t have language, announcing oneself provides an opportunity for increasing sense of self. Sighted children can see who comes and goes in their environment (monitoring; social). If everyone who enters or leaves the room rings the chimes, and the teacher explains what has happened = auditory monitoring of environment.
Mom noted that she had never seen Camdyn explore objects without mouthing.
Stretches on the drum are interesting to JR because every movement he makes resonates through his whole body and can be heard.
Evie makes her own vibration and sound.
Levi works on tool usage and eye/hand coordination.
Mae looks at a shiny object on the tactile wall. She hasn’t had much experience in an upright position. PT, Kim, gives her minimal support. The HOPSA dress does the rest.
Seating for task performance: Karen Kangas, OTR/L suggests putting children in a more upright position in which their knees are lower than their hips, with feet asymmetrical when working with hands and eyes together.
Parents learn about the Teaching Cane Strategy and make the choice to continue modeling for Levi.
Use of a stretchy provides proprio input to body; contact with anchor; gives a sense of connection to others (can feel movement of others); defines space, keeps balls and objects from running away.
Finding frogs in a bean tray; sensori motor; fine motor,
RiceMaking the Brruump in a frog song. Hear the lively sounds of the frog in yonder pond, crick, crick crickety crick, brrruuump. Hand skills: grasp, pull, timing, rhythm, turn taking
Calming in the balls provides the right sensory arousal level to engage in a the fine motor task of pressing the knobs.
Trish demonstrates Hand under hand to engage child on the resonance board to promote independent play.
The umbrella is made of plastic fabric and is 3-D. The chairs are fabric. Evie is exploring the cane that is leaning up against the chair.
As part of a motor route, Junior knocks down some blocks. He is assisted with supported walking by PT kimKicera. The carpet strip provides a tactile path. Mom watches.
COTA, Molly Pfaff taps the block to provide a sound source for Junior.
A sound-toy is added to see if Jr is motivated to participate in the activity.
Camdyn plays with a vibrating toy in the ball bath with OT, Jenny and COTA, Molly.
Molly supports Marissa on the drum while a B-3 service provider uses the mallet to introduce vibration. Talk about a resonance board! This 4 ft native american ceremonial drum was purchased from a drum maker in Escalante, Utah.
Mom is introducing an object cue that will be used in the calendar box to represent time in the ball bath.
The response was positive when Kim introduced sound and vibration.
During this pre-arranged tour, Mom learns to use hand under hand to engage active learning.
Let’s try a switch for cause/effect. The frog scared her and she began to cry. Oops.
Dad wants to play, too.
Trish demonstrates the Lilli Nielson Little Room with the resonance board.
The hardest thing for parents is not to interact with the child.
Trying the HOPSA dress; reflection in mirror. For a child with CVI, the tactile wall is for tactile exploration; is too busy to engage visual system unless in stage 3 of Roman-lantzy’s work.
Trish demos how to use the light box to engage eye/hand interaction.
Welcome to this picture-tour of the Little PEANUTS Center The LPC is located on the campus of theWisconsin Center for the Blind and Visually Impaired 1700 W. State St Janesville, WI 53546 To set up a visit, contact: Mary Tellefson 608.758.6147 or Mary.email@example.com
Started with $48,000 ARRA Grant Purpose: Create a demonstration model of best practice designs, programs and curriculum that meet the developmental and diverse learning needs of all children B-6, especially those with sensory impairment. WCBVI funded: structural and building changes HOPSA track, tactile wall, flooring, paint, cabinets
• Research of best practice models in B-3 curriculum, including travel costs• Hiring OT/PT, Assistive Technology coordinator, tactile artist.• Stipends for B-3 families and teams/professionals attending training: VIISA, Spatiotemporal Development Workshop and Sensory Symposia.• Purchasing of assistive technology and resources for loan library• Materials, toys, therapy equipment for activity areas• Active Learning resources and equipment
Model environments to show strategies, accommodations that facilitate development Model practices that facilitate development Model curriculum Hold a Sensory Symposium for children, parents and B-3 teams to learn strategies that facilitate development (May 21, 2011) Show environmental features/characteristics that facilitate development
Beon-going resource to B-3 and School Districts to demonstrate practices and environments that facilitate development Offer child specific workshops Provide trainings (VIISA, In-SIGHT, Spatiotemporal Development) Build capacity in designs and use: play groups, toddler groups, individualized workshops
Asa result of the collaboration between parents and professionals, the unique developmental needs of each child will be identified: Children will progress at a more efficient rate due to the appropriate modifications, compensatory strategies and accommodations made in the home, school and community. Children will benefit from the calm confidence their parent gain specifically in regard to meeting their child’s needs.
Teams will leave the sensory symposium, workshops or on-site visits with a greater overall understanding of the developmental characteristics and needs of children who are blind or visually impaired: Sensory systems and their role in movement and development Role of vision in development and leave with specific visual and non-visual practices and strategies Appreciate the role of the environment in development and experience a model environment
Know specific environmental modifications Have hands on experience with a variety of toys and practices that appeal to a variety of sensory systems Have access to applicable developmental resources in the WCBVI resource center
Are patterned and predictable. Use defined spaces for specific activities. Visually augment the environment using color, contrast, placement and position. Tactually augment the environment using landmarks of interesting and various textures. Lay out the environment to facilitate independent movement, route planning, sequencing and cognitive mapping using visual and non-visual clues.
Promote multisensory access to the environment and environmental information through intentional placement of curricular and enrichment content. Provide multisensory clues, landmarks and objects to encourage, motivate and reward independent exploration. Adapt the environment to meet the needs of all children in accordance with the Wisconsin Model Early Learning Program standards (alignment document available)
Highlight environmental features that build concepts. Support print, braille and object literacy and emergent literacy skills. Define space to facilitate familiarization and orientation. Facilitate independence and problem solving.
Support early O&M skills: defined routes, squaring off, sequencing, use of landmarks, early cane instruction, on-body and off-body trailing. Facilitate child-directed activity or “active learning” in which children learn from their own movement and initiation.(Go-Go room = active learning corner on wood floor for resonance; HOPSA dress/track with tactile wall.) Supports children in every level of spatiotemporal development
1. Body space in the present moment2. Reach space in proximal time3. Moving through proximal space and time4. Moving through cognitive space in extended time5. Imagining action in distant time“proximal” = immediate past and future
Note seating appropriate for each level ofspatiotemporal development.
Use hand-under-hand rather than hand-over-hand instruction Pair senses together to form accurate concepts Understand the role of vision in development Understand and use visual and non-visual strategies for motivation Include multiple hands-on experiences with real objects Use real objects with multisensory dimensions as toys Teach in a “part–to-whole” rather than “whole –to- part” progression
Know that strategies that support learning for a child with a cortical visual impairment different from those for a child with an ocular visual impairment Consider age-appropriate early cane instruction using parents as models Teach children they are whole blind people rather than defective sighted people Conduct a sunglass evaluation Conduct a functional vision evaluation Uses a calendar system approach to support communication and spatiotemporal development
Understands the role of the visual system in sensory integration and provides alternative approaches and therapies to support sensory development Links object cues with specific activities and locations Resists constant and irrelevant sound sources Uses optimal positioning for vision/hand use Uses authentic experiences to build concepts Provides a “surprise-free” environment
Sunglasses, functional visioneval, early cane instruction;simple calendar system
Understands the role of the hands for leaning about the world and eventual literacy Uses a tactile curriculum to ensure sequential skill development Uses best practice recommendations from the field of visual impairment Integrates the expanded Core Curriculum and Wisconsin Model Early Learning Standards into daily programming Understands the role of vision development and learning and provides visual and non-visual adaptations, strategies and accommodations
Provides more opportunities for the development of the auditory skills that support learning and echolocation Uses strategies that facilitate the development of space and time concepts (spatiotemporal development) in ever increasing spans relevant to the child Understands that blind children need more tactile exploration, touch and manipulation of objects than sighted children Understands that children learn best from their own self-monitored movement and that touch is the integrating sense when vision is unavailable
Next:Photos of kids from Sensory symposium interacting with environment
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