Mission Empowerment Reaching My Full Potential Summer Institute August 2016 Phyllis McGowan, Family Services/Transition Specialist Carla Morrow, Extended Learning Programmer Deena Recker, Orientation & Mobility Specialist Susan Rolinger, Director of Extended Learning

Expanded Core Curriculum Assistive Technology Career Education & Transition Compensatory Independent Living Orientation & Mobility Recreation/Leisure Sensory Efficiency Social Interaction Self-Determination

Components of Independent Living Organization Personal Hygiene & Grooming Dressing Clothing Management Eating Food Management Home Maintenance Telephone use Money Management

Independent Living skills Start young Simplicity tasks Teach organizational skills Maintain consistency and routines Sequential teaching Task analysis and repetition Prioritize Allow for practice Basic strategies for teaching skills clothing management Start young – use an example of washing their own clothing start by separating clothing – you can really start at the earliest of ages (once concepts have been introduced – a child knows the difference in identifying their top from their pants) you can have them separate their clothing by items. Simplicity of tasks – this is a simple task – perhaps useless at this time but the child is feeling a responsibility in completing the wash and it is an expectation plus building in praise and repetition in recognizing their clothing and the feel, smell of certain fabrics is teaching concepts they will use later. Teaching organizational skills – after the was is completed and folded they may be able to put items away in their drawer – this is an organizational strategy and they can be aware of where the tops or pants are located in their room – which can also lead to them dressing with more independence. Maintaining consistency and routines – consistency and routines are helpful in teaching skills and demonstrating carryover of these skills in other areas Sequential teaching – it can be important to teach skills sequentially however some skills have numerous components so teaching part of the skill is recommended and piecing the skill together when the child is ready as an example: eating toast practice first putting the toast in a cold toaster before they practice the actual spreading butter, sprinkling sugar & cinnamon) Task analysis and repetition – is there a specific area of the task that needs to be worked on (give the example of coat/boots for recess) Prioritize – what was more important in that situation learning to zip your coat in a hurry or getting to recess and interact with peers and PLAY Allow for practice - allow and set aside time for practice of the skills needed to be attended to develop proficiency

Orientation & Mobility Knowing the geography of the area and your space within it, and then safely moving through that environment. combines two ideas:

Orientation & Mobility In order for children to learn these concepts, training begins early in life. Intentionally training children who are blind or visually impaired is needed in order for them to develop basic concepts like up, down, forward, back, beside, between, etc. Encouraging a child to move within the environment is critical. We all learn by being curious and adventuring to find answers. We can unintentionally short-circuit adventuring by bringing objects to the child instead of having them seek them.

Orientation & Mobility As the child begins adventuring into space, we want to come alongside and provide a means for safety while walking. This can be done early on by using walk-behind toys, like shopping carts or toy lawn mowers.

Orientation & Mobility The tools used for safe travel includes a variety of Adaptive Mobility Devices (AMD) as well as long canes. Older children learn how to use smart apps, like a compass and GPS to help learn more about the environment they cannot see and then to explore it.  

Self-Determination Self-knowledge Self-advocacy and empowerment Assertiveness Informed decision making Problem solving and goal setting Self-directed and self-regulated behavior Example: choosing clothes as a preschooler

Self-Determination Self-Knowledge Self-Advocacy One’s own personality Behavior traits Strengths Limitations Individual rights and responsibilities Self-Advocacy Speaking up for one’s self Feeling safe expressing wants and needs Developing opinions

Self-Determination Identify options Make informed decisions based on Assertiveness Communicate effectively and confidently Negotiate Competent, well-adjusted human being Informed Decision Making Identify options Make informed decisions based on those options

Self-Determination Self-Directed and Self-Regulated Behavior Problem Solving and Goal Setting Closely linked to informed decision making Recognize need for improvement Work out solutions for problems Self-Directed and Self-Regulated Behavior Choosing what one would like to do Feeling that choices are under their control Monitoring the impact of behavior and controlling that behavior to adjust to social demands

Social Interaction Body language Social communication Development of relationships Self knowledge Monitoring social behavior Facial expression Intonation (teasing/slang) Etiquette

Break into Groups Rotations will last 20 minutes with all participants attending all rotations There will be a 10 minute break after the first rotation. The groups will be pre divided prior to the start of the presentation

Conclusion Address the Whole Child The only thing worse than being blind is having sight but no vision. ~ Helen Keller Questions? The child is defined by many variables as are all children. The visual impairment does not define the child. It is our responsibility to provide as many experiences as possible for the child to learn about and experience their environment just as their sighted peers are able to experience.

Contact Information Phyllis McGowan pmcgowan@iowa-braille.k12.ia.us 319-472-5221, Extension 1028 Mobile: 319-361-9124 Carla Morrow cmorrow@iowa-braille.k12.ia.us 319-472-5221, Extension 1228 Mobile: 319-310-8597 Deena Recker drecker@iowa-braille.k12.ia.us Mobile: 641- 814- 3428 Susan Rolinger srolinger@iowa-braille.k12.ia.us Mobile: 515-782-3792

Resources Iowa Educational Services for the Blind and Visually Impaired http://www.iowa-braille.k12.ia.us/ Iowa Department for the Blind http://www.blind.state.ia.us/ American Foundation for the Blind http://www.afb.org/ American Printing House http://www.aph.org/ Perkins School for the Blind http://www.perkinselearning.org/watch-and-learn/listing/expanded-core-curriculum

Independent Living Skills Resources Washington School for the Blind Video Clips Independent Living TSBVI Volume II: Self-Care and Maintenance of Personal Environment ECC Essentials, AFB Press Independent Living Aids Independent Living Aids catalog Maxi Aids MaxiAids catalog LS&S group LS&S catalog

Orientation & Mobility Resources http://www.tsbvi.edu/seehear/fall98/waytogo.htm http://www.msab.state.mn.us/Programs/orientationmobility/ http://www.afb.org/info/programs-and-services/professional-development/orientation-and-mobility/123 http://www.teachingvisuallyimpaired.com/orientation--mobility-specialist.html

Self-Determination Resources Empowered: An Activity Based Self-Determination Curriculum; TSBVI; 2007

Social Interaction Resources Getting to Know You: A Social Skills Ability Awareness Curriculum: APH; 2012. All children have different eyes: Vidi Press; 2007. Social skills for children and youth with visual impairments. Tom Miller, M.A.; Perkins. Independent Living Curriculum. Volume I Social Competence: TSBVI; 1993.

Resources Quick & Easy Expanded Core Curriculum: APH; 2014 ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments: AFB Press; 2014 Assessment & Ongoing Evaluation Independent Living: TSBVI