Harford County SECAC: February 5, 2015 Minutes 6:30 PM 8:30 … · 2015-02-10 · O Working...
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Harford County SECAC: February 5, 2015 Minutes 6:30 PM – 8:30 PM at the McFaul Activities Center The Meeting began at 6:50 PM. Members Present: 17 community members representing parents, community and school personnel were in attendance. A sign in sheet of meeting participants is on file. Meeting Purpose/Focus: The focus of the meeting was to provide an informational presentation on Visual Perception and Motor Planning/Praxis. The presenter was Bethann Oddo, a local pediatric occupational therapist. Meeting Summary/Highlights: Lorette Vetusi, SECAC Chairperson, welcomed the group and shared the meeting purpose. SECAC Board Members were introduced and contact information was shared. Co-Chairperson – Dawn Markovic Secretary/Treasurer – Rorrie Fortier o Harford County SECAC email [email protected] o Harford County SECAC is linked from the HCPS web site: http://www.hcps.org/boe/CAC.aspx - scroll to the bottom of the page o Connect with us on Facebook: https://www.facebook.com/HarfordCountySECAC Dr. Susan Austin, Department of Special Education, Director - contact information: [email protected] Presentation: Bethann Oddo, pediatric occupational therapist – See presentation attached o Understanding the definitions of visual related skills http://www.visionandlearning.org/visualperception08.html https://www.understood.org/en/learning-attention-issues/child-learning- disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to- learn http://dcd.canchild.ca/en/AboutDCD/intervention.asp o Review of components of visual perception, the difficulties, and activities to support development o Understanding the definition of motor planning and praxis o Sharing of home activities, resources and games to address deficits o Participants created a make & take activity targeting visual perception, visual memory & visual spatial relations The Meeting concluded at 8:30 PM. ___________________________________________________________________________________
Transcript of Harford County SECAC: February 5, 2015 Minutes 6:30 PM 8:30 … · 2015-02-10 · O Working...
Harford County SECAC: February 5, 2015 Minutes
6:30 PM – 8:30 PM at the McFaul Activities Center
The Meeting began at 6:50 PM.
Members Present: 17 community members representing parents, community and school personnel were in attendance. A sign in sheet of meeting participants is on file.
Meeting Purpose/Focus: The focus of the meeting was to provide an informational presentation on Visual Perception and Motor Planning/Praxis. The presenter was Bethann Oddo, a local pediatric occupational therapist.
Meeting Summary/Highlights:
Lorette Vetusi, SECAC Chairperson, welcomed the group and shared the meeting purpose. SECAC Board Members were introduced and contact information was shared.
Co-Chairperson – Dawn Markovic Secretary/Treasurer – Rorrie Fortier
o Harford County SECAC email [email protected] o Harford County SECAC is linked from the HCPS web site:
http://www.hcps.org/boe/CAC.aspx - scroll to the bottom of the page o Connect with us on Facebook:
https://www.facebook.com/HarfordCountySECAC
Dr. Susan Austin, Department of Special Education, Director - contact information: [email protected]
Presentation: Bethann Oddo, pediatric occupational therapist – See presentation attached o Understanding the definitions of visual related skills
http://www.visionandlearning.org/visualperception08.html https://www.understood.org/en/learning-attention-issues/child-learning-
disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to-learn
http://dcd.canchild.ca/en/AboutDCD/intervention.asp o Review of components of visual perception, the difficulties, and activities to support
development o Understanding the definition of motor planning and praxis o Sharing of home activities, resources and games to address deficits o Participants created a make & take activity targeting visual perception, visual memory &
visual spatial relations
The Meeting concluded at 8:30 PM.
___________________________________________________________________________________
Upcoming Harford County SECAC Meeting
March 5, 2015 » 6:30 – 8:30 PM » McFaul Activities Center
Join us for a presentation of Updates Related to Instructional and Testing
Accommodations emphasizing shifts related to the PARCC measures:
accessibility for all students; accessibility features identified in advance; and
accommodations for students with disabilities. Our presenter: Eileen Watson,
Coordinator of Compliance for HCPS Department of Special Education.
Future meetings topics:
Community and Parent Forum (March 26, 2015)
Community Resources – Roundtable of Local Agencies (May 7, 2015)
SECAC Elections and Planning for 2015-16 SY (June 4, 2015)
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Visual Perception & Praxis
How we process what we see and plan our movements
Bethann Oddo MS OTR Occupational Therapist
410 459 2319
Visual Perception
O Visual perception refers to the brain's ability to interpret what the eyes see.
O This is not the same as visual acuity, which refers to how clearly a person sees (for example "20/20 vision").
O A person can have 20/20 vision and still have problems with visual perceptual processing.
Visual Perceptual Processing
O Visual Spatial Skills- used to organize visual space or understand directional concepts
O Visual Analysis Skills-used to identify, sort, recall, store visually presented information
O Visual Integration Skills- combination of several individual visual skills
Visual Spatial Skills
O Laterality, Directionality, Bilateral Integration
Laterality-awareness that two sides of the body are different Directionality- understanding directions, L/R awareness ( understand on your own body before you understand in the world)Bilateral Integration-use both sides of the body separately and together
Visual Analysis Skills
Sub skills-
O Figure GroundO Form ConstancyO Visual ClosureO Visual Spatial MemoryO Visual Sequential MemoryO Visualization
O http://www.visionandlearning.org/visualperception08.html
Visual Integration Skills
O The joining of several visual skills
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Components of Visual Perception
O Visual Discrimination- recognize the difference between two forms (letters/numbers)
O Visual Spatial Relations- determine the position of objectives relative to each other by sight
O Visual Memory-ability to recall past visual patterns
O Visual Form Constancy-recognize forms that are the same even when different size, shape or orientation
O Visual Sequential Memory-ability to recall a series of informative data
Components of Visual Perception continued..
O Visual Closure- recognize objects from an incomplete representation
O Visual Figure Ground-ability to recognize the background from the foreground
O Visual Attention-attending to what is significant and relevant
O Position in Space-recognition of an object in any position
Visual Discrimination
Activities Purchase or Make
O SortingO MatchingO 3 Piece puzzleO Matching shadows to
a colored model
O Preschool lottoO Graphing gamesO Visual perceptual e-
bookO Pixy cubes
Visual Spatial Relations
ActivitesPurchase or Make
O Jigsaw puzzlesO Assemble person from
cut piecesO Simon saysO Legos O HopscotchO 2D to 2D and 2D to 3D O Following a recipe
O OthelloO ChessO ParquetryO TanagramsO Create a structure from a
pictureO Copy drawings
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Visual Memory
Activities Purchase or Make
O Copy patterns- beads, blocks, numbers, letters
O I spyO What’s diffèrentO Combine written and
verbal instructions
O MemoryO Scouting game- use
household items on a tray cover w/ cloth and recall items
O Guess who
Visual Form Constancy
Activities Purchase
O Identify items ( letters, toys, numbers) by feel
O Identify errors on worksheets
O Copy 3-d block design
O Spot itO Double shutter O Elastic band board
Visual Sequential Memory
Activities Activities
O Memory gamesO Show a picture and then
try to complete the other half of a drawing
O Spot the difference
O Recall activities-numbers, letters, days, months, series of items
O Book glimpse- recall what they see
O Movement sequences
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Visual Closure
ActivitiesActivities
O WorksheetsO Guess shape, number
letter from half of the item
O Lego models from drawings
O Complete the pictureO Complete a sentence
with a missing word
O Stamping a word or stamp part of a word and write the other letters Create puzzles from magazine pages
O TanagramsO Dot to dot pictures
Visual Figure Ground
Activities Purchase
O Laundry sortO Sort pasta or cerealO Lotto gameO Where’s WaldoO Hidden picture
worksheetO Letter line work sheet
O Pick up sticks O Snakes and laddersO Paint by numbersO Eye findO Race to the roof
Visual Attention
Activities Activities
O I spyO Picture gamesO Pattern recognition
and repetitionO Find the difference
work sheets
O Matching shapes to outlines
O http://www.eyecanlearn.com/
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Position in Space
Activities Activities
O Locate items under, over, next to, on top
O Create a three dimensional structure and have the child copy
O Gross motor gamesO Obstacle courseO Catch
AppsO DrawnimalO Oragami genieO Word games part 1- spellingO Monster hunt – memoryO ABC clamp monkey- letter constructionO Dexteria- visual motorO Letter schoolO Shapes touch and write O Spot It-visual discriminationO Color by numbers – figure groundLittle Finder- visual discrimination
Resourceshttp://edhelper.com/visual_skills.htm
http://www.eyecanlearn.com/
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/visual-processing-issues-what-youre-seeing
file:///Users/bloddo/Desktop/VISUAL%20PERCEPTION/CanChild%20-%20Developmental%20Coordination%20Disorder.html
Motor Planning/ Praxis:
O Motor planning is the ability to plan movements in order to complete a task.
O Praxis is the act of or the doing. Praxis is the neurological process by which cognition directs motor action (Ayres, 1985).
O Dyspraxia AKA Developmental Coordination Disorder ( DCD) is a neurological disorder affecting planning of movements and coordination
Dyspraxia/Visual Memory
O Children with dyspraxia are 7 times more likely to have poor visual spatial memory than those without motor difficulties.
http://occupationaltherapyforchildren.over-blog.com/article-working-memory-74333849.html
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Motor Planning/ Praxis
O Completing a task typically requires four steps:
1. Ideation-the idea2. Motor planning- the plan3. Execution- performing the movement 4. Feedback- reflecting on the movement
Praxis
O Praxis typically takes place at a sub-conscious level. For children with deficits in this area the process is not automatic.
O Coordination difficulties do NOT typically resolve on their own
Dyspraxia /DCD
O Difficulties with:
O Physical coordinationO Working memory- to be defined
O Anxiety or panic attacksO Right/ left discriminationO Poor sense of directionO Occasional low tone /fatigue
Working Memory
O Working memory is defined as the system responsible for processing of new and already stored information
O Auditory memory ( what you hear) O Visual-spatial memory ( what you see)O Working memory allows us to hold onto
information and use itO It assists with concentration and following
directionshttps://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to-learn
Gross Motor Impact
O Poor timingO Poor balanceO Difficulty combining movementsO General clumsinessO Poor spatial awareness
Fine Motor Impact
O Difficulty with learning basic movement patterns
O Slow writing speedO Poor pencil grip or awkward grip patternsO Poor development of letter and number
formation
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Comorbid Conditions (occurring at
the same time as DCD)O ADHDO AutismO DyscalculiaO DysgraphiaO HypotoniaO Sensory Processing DisorderO Language impairmentsO Visual perceptual deficits
Intervention for Praxis/DCD
O Select the specific motor skill to provide intervention
O Not focusing on changing motor ability but rather development of specific skills
O Individualized, task oriented for specific skills
O Encourage generalization of skills through cognitive approaches ( problem solving)
Sports
O Encouraging participation
O Activities that DO NOT require constant monitoring and feedback
O Activities that DO require repetitive movement patterns
Swimming Cycling Running Skating
O http://dcd.canchild.ca/en/aboutdcd/intervention.asp
