Educating Students with Significant Disabilities Through Active Learning
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Educating Students with Significant Disabilities Through Active Learning Mari Garza Education Service Center, Region 2 [email protected]
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Educating Students with Significant Disabilities Through Active Learning. Mari Garza Education Service Center, Region 2 [email protected]. Active Learning. Active Learning revolves around the learner being active. Research based for all students with without disabilities - PowerPoint PPT Presentation
Transcript of Educating Students with Significant Disabilities Through Active Learning
Educating Students with Significant Disabilities
Through Active LearningMari Garza
Education Service Center, Region [email protected]
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
