1. Compensatory Skills: Essential Considerations for Learning Ellen Cadigan Mazel, M.Ed., CTVI Concord Area Special Education Collaborative (CASE) 1 Cover slide

2. Brain’s Job Gather information Interpret information Respond to information 2

3. Homunculus More neurons are dedicated to certain regions 3

4. Near Senses: Touch, Taste and Smell Distance Senses: Vision and Hearing 4

5. Why Consider Compensatory Skills? To capitalize on strengths To support and build skills in weak areas 5

6. Understand how that sense develops in children. Assess how the child uses these senses. Think about strategies to support learning with these senses. 6

7. Vision Vision rules the brain 7

8. How Vision Develops Birth: Sees black, white and gray Sees black, white and gray 8-12 inches 8-12 inches At 1 week: Sees red, orange, yellow and green Sees red, orange, yellow and green 20/400 20/400 Turns to look at light Turns to look at light 8

9. How Vision Develops At 2-3 months: Eye contact Eye contact Sharper acuity Sharper acuity Eyes work together Eyes work together Follows object Follows object Shifts gaze Shifts gaze 9

10. How Vision Develops At 4-6 months: Watching own hands Watching own hands Depth perception develops Depth perception develops 20/25 20/25 Reaching Reaching Recognizes things at a distance. Recognizes things at a distance. 10

11. How Vision Develops At 7-10 months: Reaches to smaller things Reaches to smaller things Interested in pictures Interested in pictures Recognizes partially hidden things Recognizes partially hidden things Coordinated vision and movement Coordinated vision and movement Better eye hand and eye foot Better eye hand and eye foot Judges distances better Judges distances better 11

12. How Vision Develops At 12 months: Recognizes pictures Recognizes pictures Anticipates adult’s attention Anticipates adult’s attention Nearly adult vision skills Nearly adult vision skills 12

13. Visual Impairment Limits: Object understanding Relationship between objects Object permanence Cause and effect Spatial relationships Concept development 13

14. Visual Impairment Communication (facial expressions, gestures, body language) Confused pronouns. Eye contact limits interactions Gross motor development Fine motor development BondingPassive 14

15. Assessing Vision Ophthalmologist/ Low vision clinic Certified Teacher of Students with Visual Impairments Functional vision assessment Functional vision assessment Cortical visual assessment Cortical visual assessment Learning Media Assessment Learning Media Assessment Interpret eye reports Interpret eye reports 15

16. Improving Visual Experiences For children with visual impairments: Early diagnosis of visual problems Early correction Early intervention 16

17. Improving Visual Experiences Improved lighting Reduced glare Best distance and placement Higher contrast Larger sizes Real objects in natural routines Time for visual exploration 17

18. Strategies: Vision: Cortical Highlighting color MovementFamiliar Best distance Low complexity (visual, auditory, positional) Backlighted Control light Increased time to look, recognize and reach 18

19. Questions? 19

20. How Hearing Develops Neural pathways for hearing develop early in utero. Babies have been listening for about 12 weeks when they are born. 20

21. How Hearing Develops Hearing improves over time with full skills at adolescence. Frequency sensitivity: high frequencies are better until the second year. Sound localization: horizontal sounds are understood better, not good locating vertical sounds until 6 months old. This improves until the child is 7 years old. 21

22. How Hearing Develops Hearing Skills: Threshold: Babies are hard of hearing until about 6 months and improve gradually until puberty. Temporal resolution; babies need more time between sounds for understanding. Discriminating sound from background: poor in infancy and young childhood. 22

23. Hearing A child who is sighted hears the world, turns and visually connects the sound with its sound source. A child who is visually impaired hears the sounds but often lacks the understanding of the sound’s direction or source. 23

24. Hearing and Music Young children love music. The brain favors music. Music skills are in both hemispheres of the brain. 24

25. Assessing Hearing Get hearing tested. Assess reaction to language and speech. Do they alert to familiar voices or music? Assess reactions to environmental sounds. 25

26. Assessing Hearing What types of sound cause a reaction? Are there sound preferences? Is reaction better in quieter environments? Is the sound direction important? How long does the sound need to last before you see the reaction? 26

27. Strategies: Hearing Bring the sound to them. Bring them to the sound. Allow them to create sounds and music. Use music and predictable books. 27

28. Strategies: Hearing Speak to a child at eye level. Slow down your speech with more space between words and directions. Label sounds. Teach in a quieter environment. Address the child by name before the message. Identify yourself. 28

29. Questions? 29

30. Hearing Fire truck! 30

31. How Smell Develops Well developed in utero and immediately useful at birth Hardwired to the amygdala: (brain for emotions and memory). Learning tied to the amygdala lasts much longer. 31

32. Smell and memory You can store some 10,000 different smells in your "scent memory." Certain smells will invoke specific memories in people. Remember… Remember… 32

33. Smell and memory Primary learning channel linked to memory between birth and age 15. 33

34. Connections: Smell and Taste These senses are highly connected. 34

35. Interactions Smell and taste: Tongue only detects sweetness, sour, bitter and saltiness. The nose can detect a large number of subtle variations. 35

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37. Taste Well developed at birth. Taste input causes salivation, tongue movements and swallowing. Important for emotional development; fats and sweets calm, improve attention and help babies sleep. 37

38. How the Sense of Taste Develops The child has been tasting amniotic fluid. They prefer sweet tastes. Up to 20 exposures before accepting newer. 38

39. Assessing the Sense of Smell/Taste Does child have a favorite food? Does the child turn away from a filled spoon? Do you see the child sniff objects and foods? 39

40. TRY THIS AT HOME: JELLY BELLY BEAN 40

41. Strategies: Using Smell/Taste Identify and name smells. Allow time for the child to smell. Embed smell into instruction. Use real objects in real experiences. 41

42. Food Avoidance Children with visual impairments are often picky eaters. They dislike new foods. Textures are difficult. 42

43. Questions? 43

44. How Sense of Touch Develops Pushing, pulling and touching in utero (full term babies). Not well developed at birth. Understanding and discrimination builds with experience. 44

45. How Sense of Touch Develops Passive: being touched until 4 months Reaching to the environment begins: active touch exploration At eight months, can identify a familiar object without seeing it 45

46. Touch Touch is really four abilities with four different pathways: Skin sensation (I’m touching. I’m being touched.) TemperaturePain Proprioception (sense of movement and position) 46

47. Assessing Touch Moves to pain Moves the part of the body touched Moves to the touch cue Shows distinct materials they like and dislike Fully explores textures with mouth Fully explores objects with hands 47

48. Assessing Touch Reaction to light pressure/deep pressure Reactions to different temperatures Reaction to movement Reaction to the sensitive touch areas: palm, on the fingers, or around the mouth 48

49. Strategies: Using Touch Active Learning Increase access to materials at all times Littleroom, sensory vests, attribute trays 49

50. Touch Allow mouthing Allow mouthing Hand under hand exploration Hand under hand exploration Increased exploration time. Increased exploration time. Touch cues Touch cues Allow full touch without hand splints Allow full touch without hand splints 50

51. Questions? 51

52. Sensory Channels Give the child materials. What do they do? What self body play? 52

53. Bringing it together Using senses is important but they must be used together, built into meaningful constructs for true understanding and meaning. Using senses is important but they must be used together, built into meaningful constructs for true understanding and meaning. 53

54. Compensatory Skills: Essential Considerations The End Ellen Cadigan Mazel, M.Ed.,CTVI Concord Area Special Education Collaborative (CASE) mazels@verizon.net 54