SPED 537 ECSE Methods Multiple Disabilities Deborah Chen, Ph.D California State University, Northridge March 20-21, 2006

Selected Websites Blind Babies Foundation Fact Sheets Vision Associates Medline Type in vision simulations or visual impairment

Visual Preference: 0-6 months Colors light / reflective black / White red / white red / orange blue yellow Patterns movements linear patterns (stripes / checker boards) circular patterns Bulls eyes curved forms, simple face, irregular shapes mirror image, small bright novelty, form, color Months

Cortical Visual Impairment Use color Use common objects Make changes gradually Encourage tactile exploration Avoid visual clutter and other distractions Allow time for response Use routines and repetition

Strategies to Encourage Vision Use Light structuring Simplify Color and contrast Patterns Movement Positioning Multisensory needs Motivation

Introducing Glasses Glasses must fit and be comfortable Clean lenses Elastic straps Favorite activities to encourage vision use Playing with toys or eating Remove glasses before child tires of them Gradually increase time child wears them

Prompt Hierarchy for Activity Auditory cue Demonstration or tactile modeling Visual or tactile prompt (object cue) Physical prompt or touch cue Physical guidance

Small Group Activity Pair up one person is the child with VI (with simulator) Other person is the sighted peer or teacher Introduce the toy/activity to child but do not use speech/sign Select and use a various cues/prompts to show the child what to do or to encourage interaction and turn-taking. Change roles

Potential Effects of VI and Additional Disabilities Child: Reduced access Reduced motivation Increased dependency Increased passivity Others: Reduced expectations

Encouraging Movement and Exploration In contact with child’s body Near space Far space Concepts Orientation and mobility skills

Books: Early Literacy Print embedded in pictures Few words on page (5 or fewer) Large bold print (20 pt or >) Redundant print Lift-the-flap, slot books Predictable books Justice, L.M., & Kaderavek, J. (2002) Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8-13.

Visual Impairment and Autism Object use and play Social interactions Response to sensory stimuli Stereotypic behavior Communication and language Overall development

Gaze Aversion Motor issue Overstimulation Confusion Stimulus-bound on other object Affective factors (people, objects, activity) Sensory-motor demands Attention difficulties Lack of motivation

DEFINITIONS Mutual Tactile Attention: adult and child attend to same activity or object through mutual touch Tactile Modeling: adult demonstrates use of object or activity by having child feel her movement

Mutual Tactile Attention Joint attention and sharing through touch Sensitive and non-controlling touch Focus on child’s interest Many factors may influence child’s reaction

Tactile Modeling Observer feels the demonstrator’s action Model the action multiple times Provide wait time between tactile models Determine whether tactile modeling is effective

Play Dough Pair up, one person close eyes (blind) Other person is sighted. Use tactile modeling to show the child how to play with the play do. Change roles