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Sensory Activities: Experiences to Improve Communication and Literacy for Children with Visual and...
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![Page 1: Sensory Activities: Experiences to Improve Communication and Literacy for Children with Visual and Multiple Disabilities Faye Gonzalez, TVI & COMS February.](https://reader036.fdocuments.in/reader036/viewer/2022062421/56649da25503460f94a8f1b5/html5/thumbnails/1.jpg)
Sensory Activities: Experiences to Improve Communication and Literacy for Children with Visual and Multiple Disabilities
Faye Gonzalez, TVI & COMSFebruary 4, 2014
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My Dilemma:
With my students who have Visual & Multiple Disabilities (V&MD):• Sensory activities are important • Communication is important• Working on them separately
resulted in limited growth• What should literacy look like?• How could I combine things to
make learning more effective?
![Page 3: Sensory Activities: Experiences to Improve Communication and Literacy for Children with Visual and Multiple Disabilities Faye Gonzalez, TVI & COMS February.](https://reader036.fdocuments.in/reader036/viewer/2022062421/56649da25503460f94a8f1b5/html5/thumbnails/3.jpg)
![Page 4: Sensory Activities: Experiences to Improve Communication and Literacy for Children with Visual and Multiple Disabilities Faye Gonzalez, TVI & COMS February.](https://reader036.fdocuments.in/reader036/viewer/2022062421/56649da25503460f94a8f1b5/html5/thumbnails/4.jpg)
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Infusing Sensory Experiences with Communication/Literacy
• Why is pairing sensory and communication/literacy so important?
• What does communication & literacy look like?
• How do we infuse communication & literacy into sensory experiences?
• How can we effectively use our materials to provide a series of experiences?
• How do we modify activities for students with varied skill levels?
• How can we make it easier for staff to implement these activities?
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Providing Sensory Experiences for students with V&MD
• Are critical!• Incidental sensory
exposure is limited due to:• VI limits seeing models &
items to explore• Motor issues limit
independent experiences• Experiences with actual
objects are the basis for learning about the world for all children
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Developing Communication Skills• Also critical• Students with V&MD usually have
limited communication skills• Functional communication = telling
others• Their wants & needs• Getting help • Sharing feelings • Asking questions • Getting information
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Why Pair Sensory & Communication? • Students with V&MD struggle
with generalizing skills and learning out of context
• Sensory activities provide a rich set of experiences to communicate about
• Mirrors the way typical kids learn• Pairing the two makes limited
time at school more effective
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Sensory Activities
What types of sensory activities do you use?
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Communication Skills
What types of communication skills do you target?
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What does Communication look like?• Light Tech: • Objects or partial
objects• Tactile symbols• Line
drawings/symbols • Photographs• Sight words or
Braille
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What does Communication look like?• AAC Systems:• Using photos or symbols• With or without auditory feedback
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What does Literacy look like?
For most V&MD students, • Comm & Lit often look very similar• Most can not physically write, type,
or spell to make words• Reading a symbol from their own
system receptively• Using their symbols to make lists and
phrases• Telling someone what to write for
them
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Infusing Sensory with Comm & Lit – What does it look like?
• Providing rich sensory experiences
• Multiple opportunities to talk about the activity while doing it
• Writing or telling about the activity after it is finished
• Making it easy for others to implement
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My Solution: Sensory Boxes• A self-contained box
with all items for an activity
• Theme based & used repeatedly
• Includes: • All sensory items
needed• Books about the
activity• All communication
tools needed • All writing tools
needed
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Effectively Using Sensory MaterialsRepeated experiences with the same items• Mirrors typical early learning • Helps develop communication• Gives repeated chances to learn critical
skills• Works with a slower response time • Encourages experimentation with the
items• Gets more mileage out of time spent on
materials
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A Series of Comm & Lit Based Sensory Experiences
• Initial Experiences – sensory focused
• Early Activities – focus on communication
• Extending Literacy – reading and writing
• Extending Learning – exploring & comparing
• Publishing – creating something to share with others
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Initial Experiences
Mirrors pre-teaching in regular ed • Exploring the materials• Target asking questions - what do they
do• Explore descriptive properties
• Modeling & teaching associated language• Teach how to say new nouns, verbs &
adj/adv• Review how to say words they know –
people, feelings, quick words
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Instruments:Exploring what they do; Asking questions
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Early Activities – Focus on Comm• Using the materials for a purpose• Model & assist using the nouns, verbs &
adj/adv• Target using words they know: people,
feelings, quick words• Target asking questions
• Talking and/or writing about the experience • Target using some new vocabulary• Write about how they felt about it, who
did it, what they did, etc.
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Dress Up: During – more and finishedAfter – Like or Don’t Like
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Activities to Extend Literacy
• Reading books about the activity & using items • Existing books • Teacher made books using pics from
early activities• Use items as props during reading
< Pair Symbols & Text.
Props: Play it
while we read. >
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Activities to Extend Literacy • Other writing – journals, letters,
lists• Lists – Things we Like/Don’t Like,
Who Liked It, etc.• Letters – write to parents or friends
about it• Journals – how I felt about itLists: Who liked it?
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Extending Learning • Using the items in a new way• Watch what students do, try using in new
ways• Ex – drop instruments, what happens • Ex – can we put clothes on different body
parts• Comparing the experiences• List what was funny, awful• Compare & contrast
• Extension crafts & other related activities
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Extending Learning
Instruments: Can our switch toys play the instruments?
Winter Clothes: Extension activity, making snow.
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Publishing the Experience• Writing your own book • Use pictures from the teacher made book• Use pictures taken during the activities• Talk about the pictures• Have students write their own words
• Reading your own book• Practice reading at school to others• Send copies home• Make comments while someone else
reads• Act out the book while reading
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Publishing: Instruments Book Title: Guess What?
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Modifying for Different Skill Levels• Higher Skills• Writing word by word• Reading what others wrote• Pair up, target answering questions
Word-by-word: “Glasses + on + me”
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Modifying for Different Skill Levels• Emergent Skills • Focus on asking questions or using
quick words (more, done, my turn, your turn, great, yuck)• Use objects to make choices• Indicate preferences with body
language< Read or Play?
Asking Questions
>
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Making it Easier for StaffDaily execution is usually done by classroom assistants• Make it easy to set up –
everything in one box or area• Include items for communication
and writing for all students - a variety of symbol types
• Model activities first with staff assisting, then switch
• Have a way to record writing permanently
• Make it fun for the adults too
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Summary
Providing a continuum of sensory experiences that infuse meaningful communication and literacy into hands-on experiences is the best way for us to support growth for students with V&MDs. • Questions & Comments?• Contact Faye Gonzalez at