1. 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

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

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

4. 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

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

6. 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.

7. 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.

8. 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.

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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.

16. Contact Information
Phyllis McGowan
, Extension Mobile:
Carla Morrow
, Extension Mobile:
Deena Recker
Mobile:
Susan Rolinger
Mobile:

17. Resources
Iowa Educational Services for the Blind and Visually Impaired
Iowa Department for the Blind
American Foundation for the Blind
American Printing House
Perkins School for the Blind

18. 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

19. Orientation & Mobility Resources

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

21. 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.

22. 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