Educating Students with Significant Disabilities

Through Active Learning

Mari GarzaEducation Service Center, Region 2

maricela.garza@esc2.us

Active Learning

Active Learning revolves around the learner being active.

Research based for all students – with – without disabilities

Research - Dr. Lilli Nielsen

Biobehavioral States State 1 - Deep Sleep State 2 - Intermediate Sleep State 3 - Active Sleep State 4 - Drowsiness State 5 - Quiet Awake State 6 - Active Awake State 7 - Fussy Awake State 8 - Mild Agitation State 9 - Uncontrollable Agitation

Dr. Lilli Nielsen

Second of seven Four younger children were born

blind Preschool Teacher and Psychologist National Institute to Blind and

Partially Sighted Children and Youth

Dr. Lilli Nielsen

Research spatial relations with infants who are congenitally blind and has

Written several books and articles about educating children with visual impairments and multiple disabilities

Goals Promote active interaction Clear understanding of existing likes

and dislikes Current means of communication Increase in communicative behaviors Interactive relationship between the

caregiver and the child

Beliefs All young children learn through

play Encouraged to explore

environment and objects All learn by being active, rather

than passive recipients of stimulation

Beliefs continued

Do not interrupt Slow down Control of her/his own hands

Principles of Active Learning

The essential active learning principal is - to create the environments that provide feedback and support the learner so that the learner can take action on their own initiative to learn.

Principles of Active Learning

May take a lot of trust to allow a child or challenged learner to be on their own and apparently not be accomplishing anything.

Principles of Active Learning

It also takes a very well tuned environment so that this time is productive and not simply frustrating.

Principles of Active Learning

There is productive frustration and futile frustration.

Principles of Active Learning

This is probably the most difficult aspect as a parent, teacher and/or caregiver to decide when frustration is a learning mode vs. a fiasco.

Principles of Active Learning

In order to justify any appreciable level of frustration, one must make due diligence that the environment is optimally suited for learning for the challenged learner

Principles of Active Learning

This is where Dr. Nielsen’s research has paid off. She has through the years seen so many children and older learners with severe disabilities and tried so many variations that she has identified some that work much better than others

Recommendations

Observe the child Provide more activities and objects

similar to those he enjoys Give opportunities to practice

and/or to compare Provide materials and activities

slightly higher developmental level

FIELA Curriculum

Assessment based on multiple observations

Student interests Fine motor, gross motor and

interactive with a caregiver Forms for documentation

Equipment Little Room Positioning Board Resonance Board Tipping Board Scratch Board Vest with Objects FIELA Curriculum

Design Principles of Active Learning Equipment

The basic principles involved in designing the Active Learning environments are: –Feedback –Support –Richness–Variety

Millie Smith

Former TVI Employed at TSBVI Now Employed by APH Collaboration with Lilli Nielsen Research trials based on experience with

children with multiple impairments Experience of those working with her from APH Numerous articles on

– assessment, documentation, and teaching MIVI

Sensory Learning Kit

American Printing House Product Revamped by Millie Smith and APH

staff with collaboration with Lilli Nielsen

Address Biobehavioral States Encourages use of all senses not

just visual

Advantages

Assessment Routines Addressing Biobehavioral

States Activities plus a list of materials

needed for each activity Forms to document Progress or

regression Research Based Program for

Students with Visual Impairments

Advantages continued

Suggestions for other activities Routine Based Multiple opportunities through

repetition Routines

– IEP Development– STAAR-Alt

Questions - Comments

"If the child is not learning the way you are teaching, then you must teach in the way the child learns" - Rita Dunn

References Nielsen, Lilli. Space and Self, SIKON, 1992. Nielsen, Lilli. Are You Blind?, SIKON, 1990. Active Learning and the Exploration of Real Objects

Stacy Shafer TSBVI See and Hear Newsletter Winter 2004

An Introduction to Dr. Lilli Nielsen’s Active Learning Stacy Shafer TSBVI See and Hear Newsletter Fall 2003

Nielsen, Lilli. "Environmental intervention for visually impaired preschool children with additional disabilities," VIP Newsletter, Vol. 8, No. 3.

Nielsen, Lilli. "The blind child's ability to listen," VIP Newsletter, Vol. 10, No. 3.

Nielsen, Lilli. "Active learning," VIP Newsletter, Vol. 10, No. 1.

TSBVI

Contact Information

Mari GarzaEducational Consultant

maricela.garza@esc2.us361-561-8539